CONTEXT. The DIS-CODE project aims to train students at drop out risk on improving digital skills and learning maths by studying coding. The rationale of the project lies in the asymmetry existing between the awareness of the role that digital skills play in society at all levels, from the individual to organizations (Digital Agenda is one of the 7 pillars of the Europe 2020 Strategy, proposing to better exploit the potential of ICTs in order to foster innovation, economic growth and progress across Europe) and the percentage of the population excluded from media literacy in the digital environment. Schools’ drop-outs is also one of the relevant challenges EC: being early school leaving linked to unemployment, social exclusion, and poverty, there are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The current project proposal suggests an innovative method to teach digital skills, maths and basics of coding to students at drop-out risk by developing ad-hoc training mainly based on flipped classroom, suitable for both involving more families into students’ education and tackling with learning difficulties through a more personalized and tailored approach. In the flipped classroom approach, traditional lesson method is flipped, meaning that class lectures are replaced by home lessons, and home-works are replaced by exercises in class. Through flipped classroom model, students can focus on learning by doing, with the teacher guiding the way, being the lecture no longer the driver of concept mastery. Flipped classroom model is endorsed at EU level. It is exploited in several EU funded projects. Furthermore, according to the “Horizons Report Europe: 2014 School Edition”, co-authored by the European Commission and New Media Consortium, the flipped classroom is one pedagogical example of hybrid learning that requires students to engage with web-based content at home, while class is repurposed as an opportunity for teachers to mentor individuals and groups, and for students to problem solve and work together with classmates.OBJECTIVES. Project objectives foresee: develop digital literacy and mathematic skills for students at drop out risk; based in the flipped classroom methodology, realize a set of training plans, training materials, and tools with the twofold aim of improving digital literary in a set of students 12-18 y.o in 5 countries and creating a platform that can be re-used and extended after the end of the project; test the validity of the approach; provide recommendations for the European Commission.PARTICIPANTS. 6 partners from 5 countries participate to the project. FPM is the university foundation of the Politecnico di Milano university. UPT is a private higher education institution from Porto. DLEARN is a private company whose mission is to gather and exploit practices and ideas in the domain of training and learning. EUN is the permanent platform where 30 ministries of education work together to share expertise in a variety of pan-European initiatives and to develop their national ICT strategies focusing on networking of teachers and schools. CYMS is a Math Society and has 30+ years experience in promoting Mathematics Education and Science. JSI is a network of 160 Czech teachers and technicians of ICT tools in Czech schools (primary, secondary and high schools).ACTIVITIES. The project comprises the following activities: External Situation Analysis, as basis for the design of the training plan and of the pilot phase; Development of a training plan; Training teachers; Pilot testing phase; Validation and Fine-Tuning phase; Policy Recommendations. In parallel, a training platform (LMS) based on the MOODLE technology is developed.RESULTS. The key result of this project proposal is a step forward fight against school drop-outs, increasing numeracy and digital literacy of students at risk. This has been achieved through: development of a training platform and plan that was tested and exploited in 5 countries (at least 50 students per country participated to the test); teachers were trained on the flipped classroom methodology; realization of policy recommendation for addressing the drop-out issue in school and improving the training system in general.IMPACT. Beside results of the project, medium and long term impact comprises: development of a network of teachers trained on the flipped classroom methodology and committed to keep on applying this approach in teaching; creation of a platform containing core training plans (and materials) that will be extended and enhanced beyond the project timeframe by the project teachers and by new ones who expressed interest in applying the project methodology; wide dissemination of the project results at EU level through the participation to the EU Code week.

The project Summary is in English

"<< Background >>Mathematics occupies a crucial and unique role in all science disciplines and represents a strategic key in the development of the whole society. Students find mathematics courses to be the most difficult and challenging and face particular difficulties in understanding and comprehending the various topics math courses.Good understanding of mathematics, science and technology is an essential component for a successful professional and social life. However, the current situation in EU level where more than 20% of young Europeans not reaching a minimum level of basic skills in mathematics and science is alarming, special actions are needed to address and assists mathematics education. So, specific actions and initiations should be designed towards this direction as highlighted by EU commission “We want high quality, innovative and inclusive education all across Europe. And, development of the key competences can support this vision”.Einstein stated that ‘the only source of knowledge is experience’. It is proven by many studies that we retain around 10% of what we read, yet 90% of what we experience ourselves. Being at school is the most important educational period when students create learning mechanisms, construct knowledge and develop basic skills and acquisition methods. Many academic papers and global reports, such as the “Mathematics Education in Europe: Common Challenges and National Policies” from the Eurydice network point out the importance the learner’s motivation and engagement. Considering those two points, it is therefore essential to work on a way to improve the level of European pupils on mathematics and make their learning experience less passive.Our project named E = MD ^ 2: Excellence in Math education in inclusive classroom through e-Debate and Diversity in inclusive classroom is a project inspired by the Einstein equation E = mc^2, but the variables in the equation have an educational context. The main goal is look for excellence in education as a top priority in the new Erasmus + program 21-27, but in the area where the lowest student achievement are detected, and that is mathematics. The idea is to increase the level of mathematics knowledge by raising the motivation for learning. We will achieve this idea by democratizing the learning process and involving students in the process of choosing ways they want to learn math. We believe that students should be asked where the problems are, in accessing and understanding the mathematical content - we expect students to be partners in the process of realization of the teaching activities, changing math curriculum and to hear their voice. Because mathematical concepts are related to everyday life activities, it is expected to find interesting mathematical issues/contents/challenges that would be processed in the STEAM context. Modification and modernization of the method of Mathematical Debate as one of the methods that simultaneously achieves five of the basic 8 key competencies defined in the EU documents will be made. Moreover, the project will develop a component for working with students from vulnerable groups and they who have mild intellectual disabilities such as dyscalculia, dysgraphia, mathematical anxiety…with a new innovative approach where these students will be taught and assisted by their peers, will be involved in debate, will work as a team and we expect to increase motivation to achieve better results and in this group of students. So, our project supports any diversity team in an inclusive classroom. The use of ITC in the learning process will be promoted, by providing an appropriate virtual educational environment and creating a space for communication with the platform called e-MATHDEBATE.<< Objectives >>Improving students' motivation to learn mathematics is crucial for a number of different reasons. At the EU level, the Education and Training 2020-2024 strategy underlines the importance of providing efficient and equitable education of high quality in order to improve employability and allow Europe to retain a strong global position. In order to achieve this objective, continued attention must be paid to raising the level of basic skills such as literacy and numeracy (Council of the European Union, 2018). The main objectives of the E=MD2 project are: 1. searching excellence in math education through increasing motivation for learning in inclusive classroom. 2.increase the level of achievements in math for students with math disabilities (dyscalculia, dysgraphia, mathematics anxiety…)3. strengthen the profile of the math teachers, by sharing knowledge, exchange experience and developing new educational products to contribute to the issue of searching excellence in math education in inclusive classroom.Necessary attention in achieving the project goal and objectives will be addressed to the students who have certain mild mental disabilities, and who walk together with their peers in the inclusive classroom. Dyspraxia is a hidden handicap that affects around 6% of European students. It impacts on 4 major activities in schools: reading, writing, arithmetic and organization. The general awareness of public authorities and educative world is getting better since few years but access to adapted resources, interoperable and connected to the scholarship curriculum, is still a critical need for the concerned individuals. This motivated us bringing together- schools, university, associations - to make this project proposal about new methodology and create innovative ways of teaching and learning Mathematics using modern technologies, and this also satisfies the European priority to ""support the professional development of teachers as mediators of creativity and innovation; promote the incorporation of creativity and innovation at all levels of education and training"" .<< Implementation >>Step by step planned carefully implementation of the project activities will lead to the achieve of project objectives and delivery of the planned results. In the framework of project are planned the following activities:1.Analysis of math teaching methodology and collect good practices to increase the achievements and interest in math;2.Developing new E=MD^2 teaching method and interactive e-MATHDEBATE platform with new component addressed for students with math disabilities. Research on math learning difficulties with aim to expand teachers' knowledge on the skills required for the math learning as well as on dyscalculia and mathematics anxiety. 3. Developing of training course for teachers for using the E=MD^2 method, as a new method for increasing the motivation for learning mathematics and searching excellence in math education in inclusive classroom.Organize Multiplier Events in all project partner countries, thus raising the issue of increasing mathematics achievement by contributing to the reduction of math learning difficulties, looking for teaching strategies/ methods/ tools used in all partner countries that activate, motivate, inspire and excite students and help them to overcome excellence in math education as well as providing space and opportunity to share knowledge, exchange experience and create new practices as well as support math teachers.The project value and idea of strategic partnership based on transnational cooperation and involvement different countries to get bigger impact in local, national and European level. The partners strongly believe that by creating a successful and innovative strategic partnership organization, will be more able to raise the quality of partners' activities and the profile of partners' achievements nationally and internationally.<< Results >>The project's expected results are the following:• Students to gain positive attitude towards mathematics. The motivation for learning mathematics is expected to be increased, and this will gain better achievements of the students not only in mathematics, but also in STEAM subjects. • Teachers to gain better competence. They will look on the teaching process from the point view of the students and have better understanding for it. This is the way they are going to upgrade their teaching skills. • strengthening the profile of the teaching professions, including teachers, school leaders and teacher educators, through actions with the following objectives: enhancing teachers’ professional development; supporting teachers in dealing with diversity in the classroom; supporting teachers in adopting collaborative and innovative practices;• enhancing the access, participation and performance of disadvantaged learners and facilitating their transition in a more friendly environment by fostering much needed competences in school teachers and educators in order to be able to accommodate their real needs.• All of the participant will gain better linguistic and communication skills. • Through the work on this project, meeting different people and collaborate with them, they will appreciate the differences and become more open and tolerant to the changes that have to occur in the process of education. We can say that considering the long-term benefits we have a new innovative approach to teaching and learning mathematics; new intellectual challenge can take place in our schools/teaching environment, where learning and continuous intellectual growth are encourage daily; possible implementation of it in the curricular; gained new partnerships and projects to further, enhance the results of this project."

Research has evidenced the adaptability and plasticity of our cognitive functioning and the constructive and interactive character of learning processes. Nonetheless, schooling practice often emphasises the use of static-type diagnostic tests by adopting an evaluation model to assess only the product of learning. This is particularly relevant for evaluating special educational needs (SEN). In these cases, static testing offers very limited information that centres on execution deficits. This information does not allow specific difficulties that students display while performing activities to be specified and scarcely helps to identify the optimising conditions of the learning process. Accordingly, an evaluation is not often linked to educational interventions to optimise development and learning. One of the main challenges of inclusive education in Europe consists precisely in providing teachers with tools and adaptive resources that serve as effective supports to care for the education of students with SEN. In line with this, teachers perceive that support materials are lacking, as is guided access to such material, which is one of the most significant weaknesses of education systems in relation to inclusive education. We believe it is most relevant to deal with this challenge by a transnational approach that contemplates quality education for all everyone and caring for diversity as the fundamental and shared principles of socio-education policies. To respond to this situation, the objective of this project consists of developing and validating a device for computerised dynamic assessment and optimisation of the executive functions in students with SEN derived from neurodevelopmental and learning disorders (C-DAOEF). Executive functions (EF) constitute a set of skills involved in controlling and regulating cognitive functioning that is determining factors for learning, flexible conduct adjustments, social functioning and academic success, especially in children with SEN. The C-DAOEF device will contemplate several levels of difficulty and graduated prompts related to each item. Its essential characteristic consists in the dynamic adaptation of these elements to the level of students’ progressive competence. The system will allow the sequence of performed actions and execution times. Its application will help obtain information about (a) the levels of difficulty shown while dealing with different activities; such as (b) the type and degree of support required to successfully solve them.The consortium that will develop and validate this tool is formed by six organisations. The UNIZAR Research Group (RG), which is the Project Coordinator, which will provide its experience related with computerised dynamic assessment (DA) and applied research in the field of EF, language and SEN. DYS-centrum, and the RGs of the Universities of Seville and Presov, which will contribute their experience in the research field and in intervening in neurodevelopment and learning disorders, and also in relation to implementing cognitive improvement programmes and DA models. CY.M.S. will contribute with its experience in designing materials in the specific area of mathematics. In the technology field, the Team of Research and Artificial Intelligence Applications of the University of Málaga will contribute its knowledge of constructing and implementing computerised adaptive testing. Finally, the Inthecity Project Development will contribute its experience in designing web platforms, and in designing games and interactive applications.The sequence of activities to be performed contemplates 1. Initially designing both the content and structure of assessment and intervention activities; 2. Establishing the graduated prompts system; 3. Designing the web platform with all its functionalities; 4. Computerising the set of items and designing interactive games; 5. The application and the initial validation; 6. Calibrating and assembling the items according to the results; 7. Configuring the C-DAOEF device; 8. Configuring the database to be used to record and store information. 9. Preparing the manual of application, and establishing diffusion channels and teacher training. The expected results should include designing games and activities for DA and optimising EF; a web platform with specific functionalities; software containing the C-DAOEF device; the database to allow professionals and researchers to make inquiries; the application manual and interpreting the results.The project offers high transfer potential according to the requirements detected in relation to the population group it addresses. The project intends to contribute to bringing about significant changes in assessment and intervention processes that, in turn, allow optimised learning. It is expected to particularly allow students with neurodevelopment and learning disorders to participate and learn by contributing to their socio-educational inclusion process.

<< Background >>Young people are deeply concerned about the climate crisis. Many are angry that action is still not being taken when it is their future at stake. Teach the Future is a youth-led campaign, that swept around the world urgently asking us to repurpose education around the climate emergency and ecological crisis. For European policy, climate is recognised one of most important issues that has to be addressed now and in the future. Education for and about climate change is so important that the European Commission has established the “Education for Climate Coalition” as a flagship initiative of the European Education Area. This proposal seeks to respond to these needs by enabling easy access through a climate data dashboard to scientific data and climate information sources. By creating teacher training it will also address the approaches necessary for young people to work with high quality scientific data and reliable information sources on the challenges being faced. It also seeks to promote an active citizenship approach that will engage youngsters in active engagement in their local areas using the enquiry-based approaches of citizen scientists to examine and address climate issues.<< Objectives >>Following the ambition of embedding climate change & environmental education in secondary school education and in teacher training, the project pursues the following objectives:- To assess the situation (curriculum) and needs (approaches and resources) in schools looking to integrate climate education in their teaching- To provide teachers with access to quality online climate information resources and training enabling them to effectively teach about climate education to their students.-To stimulate students’ and teachers’ engagement in climate issues, using scientific data and innovative educational approaches.-To promote interdisciplinary learning and digital skills among young people, raising their interest in science and technology, stimulating their active citizenship in local areas and thereby encouraging responsibility for their actions and behavioural change.<< Implementation >>The project addresses 3 target groups who actively participate to all phases of the project implementation:1: Teachers in secondary school education2: Secondary school pupils, aged 12-183: Other school stakeholders, teacher training organisationsTTF activities have been designed in 4 phases:*Phase 1: Informed by an analysis of teachers innovative teaching and learning approaches for climate education will be identified and developed. Interviews with climate scientists will help partners identify key messages and important resources/tools for teaching. *Phase 2: A climate education data dashboard (Result 2) will be produced that brings the most useful open data, visualisations and examples to classes, with relevant information and news on actions being taken. The tool will be designed to be accessible / available for multi-platforms – computer – laptop – tablet – smartphone.*Phase 3: Creating a teacher training course to support and enable innovative approaches to climate education, tested in schools.*Phase 4: Concerns finalising the results, gathering examples of teaching activities and learning outcomes which will then be presenting through Storymaps (https://storymaps.arcgis.com/) for use to assist widespread promotion of the project.TTF focuses on the power of scientific data and the messages it can send. It has the potential to change approaches in schools, strengthening climate awareness and digital and media literacy.<< Results >>Teach The Future (TTF) is designed to promote a highly relevant educational approach to climate change education, by applying open science and open data principles to the framework of a digital citizenship educational paradigm. The expected results are:* An analysis of curriculum across partners and the potential for teaching the future, climate education and using open data (R1)* An online climate data dashboard (R2), as a teaching resource targeted at teachers. This gathers climate data and scientific information which can be used by schools to support learning and teaching climate in schools. It will provide opportunities in and beyond the classroom, developed from an analysis of the resources and opportunities available.* An online teacher training course (R3), focused on teaching about climate change and including suggestions on how to embed climate education in different subjects, using scientific data and encouraging pupil engagement and active citizenship in local issues, for instance through citizen science approaches. Overall, this will lead to:- the provision of new resources and skills enabling teachers to effectively teach climate education to secondary school students.- strengthened students’ and teachers’ scientific engagement in climate issues, involving innovative approaches like citizen science- increasing the ability of young people to work with and appreciate digital scientific data - enhanced interdisciplinary learning and digital skills among young people, raising their interest in science, technology and active citizenship.