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.

At the heart of this project is the belief that mobile technology presents an opportunity to create value, improve environmental education and make a genuine impact on teachers and students. Wireless education technologies allow learning to expand beyond the four walls of the classroom and the hours of the school day, so teachers can gain flexibility in how they use precious classroom minutes and how they motivate and challenge their students. In this way we believe that this project can have a genuine impact on students, teachers and communities’ environmental awareness. The specific objectives of the project are: 1) To use mobile technologies to transform environmental education2) To enable teachers to plan and carry out learning activities which integrate mobile technologies into their pedagogies, through the specific lens of environmental issues3) To disseminate more widely the activities and approaches that exemplify how mobile learning technologies can be used to upgrade students’ learning abilities during educational activitiesThe topic of environment and sustainability lends itself to mobile learning applications, as it is an authentic problem with which pupils can engage on a broad subject level. In this project, four schools will collaborate, focusing on environmental issues and using mobile learning applications. Multiple lines of enquiry will be applied, such as political issues, economic issues, social issues and natural scientific issues. The planned activities consist of local activities in the form of case studies, in four stages over two years and four LTT events, which mark the progression of the four stages. The case studies apply a consistent approach across nationalities, in which students become environmental auditors and use mobile technology. The benefits for the project align with three EU horizontal goals:1) Environmental and climate goals2) Innovative practices in a digital era3) Common values, civic engagement and participationThe project aims to address these EU horizontal goals by using innovative mobile learning approaches, so that students become true factors of change - reducing energy use and waste, understanding the key environmental issues in their locality, consuming sustainable food and considering mobility choices. Thus the project aims to enable behavioural changes not only for the students but also for their families, teachers, and all the public that may be in contact with the development and/or results of the project. The project’s focus on mobile learning methods and tools for teaching, training, learning and assessment are clearly drivers of improvements in digital competence. Finally, the project will support the active citizenship necessary to raise awareness about the importance of the topic and the collaborative action among the partner schools, which means a development of social and intercultural competences associated with working together from different parts of Europe.This project is intended to have both tangible and intangible results, producing digital artefacts (YouTube channel, project website, blogs, eTwinning workspace and Social media presences) and to transform environmental education through challenging and changing habits and attitudes towards mobile learning. Our target groups for dissemination are:Students, Teachers and trainee teachers, families and local communities.Students will be the agents of sustainable change, gaining new environmental knowledge, intrinsically linked to their local geographical and community contexts. In this way, the work will be embedded in families and the local community. Our project educators will have sustainable skills and knowledge from applying our exercises of integrating mobile apps in environmental education and in-service and pre-service teachers will take part in workshops organized by project members. At a national and international level, the outcomes will be disseminated in teachers’ workshops. Participating educators will also disseminate the results of the project nationally in magazines and sites for educators, Twitter and Facebook groups. At a European level, each partner will be responsible for the creation and upkeep of one instrument. Metis will be responsible for the project magazine. Santa Maria Marianistas will be responsible for the eTwinning account, while Liceo Statale will be responsible for the Instagram account and the Facebook page. Geniko Lykeio Aigiou will be responsible for the project website and project YouTube Channel. After our last LTT we intend to prepare an Erasmus application for the following year. In this way the project will ensure impact after the KA229-project funding.

Youth Citizens for Change: developing environmental activism in young people through creative digital citizen inquiry ContextMany young people feel their generation is under pressure to solve environmental issues but do not believe they are well-enough prepared to make a difference (Young, 2019). Most educators also feel they lack the necessary understanding and skills to teach about environmental issues (UKSN/OXFAM, 2019). This project addresses both of these concerns using an innovative approach called Citizen Inquiry (CI). Ultimately, the project aims to establish a youth-led CI network which can mainstream the exemplary activities of this pilot project. AimsThe project aims to develop the environmental agency of hard to reach young people through creative youth-led citizen inquiry activities that encourage dialogue at a local level but also help to influence policymakers more widely. Objectives1. Inspire interest and enthusiasm of young people in environmental issues and concerns 2. Develop young people's practical skills and abilities to undertake a local environmental investigation using CI methodologies 3. Increase young peoples’ capacity to influence decision-makers about environmental issues through the use of creative/digital technologies 4. Establish a European wide citizen inquiry youth network led and maintained by young people 5. Equip teachers/ youth workers with the skills and knowledge to utilise citizen inquiry pedagogy effectively with hard to reach young people ParticipantsThe partners include schools in Norway, Germany and Spain, a youth organisation and a university in the UK. Participants will be 40 young people aged between 14-19. Additionally, a group of university interns, drawn from creative arts and media disciplines, will be recruited to support the young people. Each partner has identified five educators who will be involved in the project. ActivitiesYoung people will carry out a creative CI project which focuses on an area of environmental concern specific to their area. They will be encouraged to explore their local history, topography and demography through liaising with local creative and cultural organisations and devising creative digital responses (i.e. an app, games, eBooks etc) to publicise these concerns. The young people and their facilitators will also establish a European wide youth-led CI network.MethodologyThe project will focus on using participatory youth work methods to support young people to develop youth-led creative CI with a special focus on the use of digital and creative tools to enhance and develop their skills and employability.Results1. Young people will have undertaken an individual CI project in their own locality to investigate an issue of environmental concerns to them (IO1). 2. Creation of digital artefacts that can be used as teaching resources and campaign tools in and beyond the project (IO2/IO5)3. Creation of a European wide youth CI network (IO4), enabling young people to share/create resources and lobby decision-makers across Europe. 4. Online course for teachers and youth workers to help them understand and implement youth-led CI initiatives in their own contexts (IO3).5. A number of different promotion campaigns to enable sustainability beyond the project (IO5)The processes and outcomes will be carefully evaluated and this plus other data will feed at least two research papers (part of IO5) plus conference presentations and poster sessions. Impact:1. Development of new interdisciplinary youth-led CI methodologies2. Development of the practical skills required for facilitating creative citizen inquiry3. Development of ‘soft skills’ including communication and interpersonal skills4. Deeper understanding of environmental issues. Potential long term benefits1. International youth environmental network2. Links for building further projects between schools and youth organisations3. Bolstering of creative industries through upskilling future employees (via interns)References:Burden, K., Dean, C., James, F. & Wurzel, R. (2020) Engaging Young People in the Circular Plastics Economy using Citizen Inquiry Available at: https://www.ukcpn.co.uk/wp-content/uploads/2020/08/PRIF-Conference-Brochure-Final-1.pdfYoung, S. (2019) 80% of teens feel under pressure to save the planet but aren’t learning how. Accessed online on 02/10/20 at https://www.independent.co.uk/life-style/teenagers-save-planet-world-environment-day-2019-climate-change-plastic-pollution-protest-a8945131.htmlUKSCN / Oxfam teachers survey (May 2019)

"""P.O.L.I.S. - Promote citizenship education at school to build inclusive societies"" is promoted by the Istituto Magistrale S. Rosa of Viterbo, in collaboration with 5 schools from Norway, Lithuania, Turkey, Malta and Greece.The project aims to contrast the widespread disengagement among young people and the absence of a shared, and therefore respected, set of rules in different aspects of social life. To achieve this, partners will create a set of learning units on active citizenship education aimed at showing the direct and negative effects of disaffection, to support students' reflection on the importance of being active citizens. POLIS will address the issue of youth disengagement from 6 different angles, each one assigned to a partner, creating a Learning Units (LUs) compendium for active citizenship with non-formal learning methods (ie. Role-playing games and experiential learning in situation) to demonstrate concretely the possible consequences of disengagement and support students' reflection on the importance of being active citizens. The topics covered are:- Sustainable citizenship and respect for the environment - Norway- Digital citizenship and critical thinking, ability to understand and defend against fake news online - Lithuania- Promotion of peace, tolerance and respect - Turkey- Inclusion and diversity, human rights - Malta- Importance of youth representation in decision-making processes and stakeholders. The tangible sub-product of this topic is the training and appointment of ""Local Leaders"" among the participating students - Greece- Shared rules within the school to enhance the school environment. The tangible sub-product of these LUs is the launch of the POLIS Regulation - Italy.For each topic 6 LUs will be developed through innovative teaching methods learnt during the first joint staff training event (JSTE). The LUs production will coordinated by the country responsible for the topic but elaborated collaboratively by all partners, to deepen the international dimension of the output. The responsible countries of each topic will host a mobility during which the 6 LUs created on the subject of competence will be tested on an international pilot class of 24 pupils of the 6 nationalities. Our main output will thus be enriched by the feedback received during the implementation of the LUs at an international level. Preparation for each mobility and follow up/evaluation of the the experience will be carried out through eTwinning, where the assessment of the activities will be organized upon return.Target groups are:- Students aged between 15 and 17 who, although with a good academic performance, show disaffection, disengagement and disinterest in school life and in the community in general. This choice is the most suitable to achieve the expected learning outcomes as the potential expressed by this kind of students for didactic commitment can be, thanks to the awareness developed with POLIS, extended to participation and active citizenship.- The law and language teachers, in addition to the teachers belonging to the Erasmus + working group, where present, and teachers of various disciplines involved by the LUs such as ICT (for the topic Digital citizenship), Sciences (for the topic Sustainable Citizenship and respect for the environment), Human Sciences (for the topic inclusion and promotion of human rights).These targets will participate in:2 joint staff training events, one in Italy (October 2020) and one in Malta (May 2022)6 student exchanges, for 4 students and 2 teachers, in Malta in January 2021, Lithuania in March 2021, Norway in May 2021, Turkey in October 2021, in Greece in January 2022 and in Italy in March 2022.At the end of the project the following tangible outputs will be realized:- POLIS Handbook, published in the form of an open educational resource, which gathers the 36 Learning Units, focused on 6 different aspects of the construction of active and aware citizenship, tested during the short term pupils exchanges and produced in a collaborative way between various partners;- the launch of the POLIS Regulation, a set of shared rules for the peaceful coexistence within the school environment, conflict management and mutual respect, which students will elaborate during the project activities and which they will vote at the school assembly at the end of the project. The direct role of pupils in drafting of the rules will provide for a greater convinced adhesion to them;- the training and appointment of at least 12 ""Local Leaders"" (2 per partner). These are students with leadership skills who will carry out the task of disseminating their experience as peer educators and promoting a greater commitment of young people to res publica affairs.All these outputs are likely to generate a deep and sustainable impact on individuals, as well as on organizational and local level, also thanks to the careful dissemination plan prepared by the partnership members."

ContextThe MTTEP project addresses challenges facing teacher educators in using mobile technologies to enhance the practices of both preservice and inservice teachers. It contributes towards the further professionalisation of teaching in Higher Education. Many researchers have highlighted the value of mobile devices in schools but evidence collected by the research team (see Kearney and Burden, 2017) reveal how infrequently teachers use mobile devices in their daily practices. More disturbingly, this research shows how ill prepared teacher educators in HE are to use mobiles and therefore to prepare their trainee teachers to use them in the classroom. The MTTEP project seeks to address this problem. Objectives;The project aims to develop and disseminate resources that will support teachers and teacher educators in particular, in using mobile technologies more effectively. These include: 1. the development of a mobile learning toolkit to enable them to evaluate and develop their use of mobile technologies for pedagogical purposes2. the establishment of a mobile learning network for teacher educators to support individuals and their institutions in the sharing of good practice and sustain the project outputsNumber and profile of participating organisationsThe project involved three institutions of teacher education (ITE) in Europe and one in Australia. Each university was partnered with a school in their own country identified for its excellence in using mobiles. These included The University of Hull (UK) and Lentiz Revius Lyceum* (Netherlands); Western Norway University of Applied Sciences and Metis vgs Bergen school (Norway); and University of Education Karlsruhe and Rennbuckel Realschule Karlsruhe (Germany). Additionally the partnership included Stuttgart Media University, for their expertise in media and graphics. * Lentiz Revius Lyceum replaced Thomas Ferens Academy, Hull, early in the project when the school was forced to withdraw for management reasons. This change was approved by the British Council. Description of undertaken main activitiesProject partners worked on four intellectual outputs (IOs) and various other activities to achieve the project objectives. In year one they focused on the production of a series of exemplary iBooks (IO3) to capture and illustrate good practice in mobile learning in teacher education. In year two the focus shifted to the development of a pedagogical framework (iPAC) and a series of video case studies illustrating best practice in the use of mobile technologies. In year three these resources were amalgamated into a single mobile learning toolkit, hosted on a separate website (http://www.mobilelearningtoolkit.com/). Partners also developed an innovative rubric to evaluate apps in year three and an online course to assist new adopters in using the toolkit. Throughout the project the academic partners also produce academic outputs (5 journal articles) as part of IO4. All of these resources were shared and further tested with participants at the final LTTE event in June 2017. In addition the project hosted two multiplier events to disseminate the emerging outcomes in Karlsruhe ( 2015) and Bergen (2016). Results and impact attainedThe project achieved, and in some cases exceeded, its original objectives and it has already had a major impact on teacher educators which will be extended through an Erasmus+ extension project (www.deimpeu.com ) funded in 2017. The main results of the project are a mobile learning toolkit and a mobile learning network for teacher educators. The toolkit includes:1. three multimedia iBooks deposited in the Apple iTunes Book store which have been downloaded over three thousand time 2. a bespoke theoretical framework for using mobile devices (iPAC) that has been used in many other projects including three extension projects3. a unique set of evaluation tools that can be used to measure and evaluate current practices with mobile tools. These have been used elsewhere including by Apple UK as part of resources for teachers and teacher educators4. a database of video case studies illustrating different ways of using mobile technologies and an expandable template that other users can adopt to design and submit their own video case studies.5. a rubric to evaluate the pedagogical affordances of different apps 6. a twelve week online course about mobile learning in teacher education and schools that institutions can adopt and adapt to suit their particular circumstances Additionally, and as importantly, the project has seen the establishment and launch of a bespoke mobile learning network for teacher educators which is the first of its kind worldwide. The network has already received in excess of one hundred applications for membership from individuals and institutions and held its first meeting at the LTTE event in Hull in June 2017. It will be formally launched at the MITE conference in Galway, in January 2018.