"<< Objectives >>As the poet William Blake said:""What is now proven was once merely imagined"". So goes for the different aspects of robotics. Ti is important, in this world where technology and discoveries are rapidly evolving, to know the origin and history of w

ContextEducation of today no longer calls for memorizing. It calls for the creation of a context in which students can make sense of the learning material while also enjoying the experience that they do not feel any burden in the learning activities. However, we are constantly struggling with the issue of lack of motivation and school interest and these stop our students from gaining better results while we unsuccessfully try to motivate them to learn. In keeping with recent theories, gamification was proven to be a solution to these issues. Games are engaging and thus they increase motivation. Gamification uses game elements and applies them in other settings. MethodologyWe decided to use gamification theory to develop a teaching system while applying gamification on school subjects such as: Maths, Science and English. We shall involve a class of each school that will be the direct beneficiary of all project activities both online (eTwinning) and offline. These classes will be pilot classes and we will measure the efficiency of the program on these classes to be able to expand to others in the future. We envisioned 5 LTTAs in the project. LTTA1 gives the opportunity to meet, share analyses and produce common frameworks for the implementation of the gamification project in classes. Every LTTA will grant teachers the opportunity to share good practices based on the level of improvement to student performance and success and also to demonstrate sample activities.Objectives1. Improvement of student school satisfaction by at least 10%.2. Reduction in student numbers that perform badly on home assignments by at least 15%3. Improvement of skill and competency acquisition in key subjects: Science, Maths and English, observable through constant evaluation processes (during each LTTA) and through final examinations. 4. An improvement in teaching skills by including the principles of gamification regularly.5. Facilitation of cooperation between partner teachers to create a common guide for the inclusion of gamification in class. Number and profile of participantsEvery mobility group is formed of 5 people per country per LTTA. One of them will be the contact/coordinator and the other 3, primary school teachers that work on project activities, lesson designs and apply them to students. Every one of the 3 will be given a subject matter (Maths, Science, English) to focus on during each translational activity. The project includes a total number of 100 mobilities. Description of activitiesLTTA1 - discussions, analyses and idea comparison about gamification and the means to implement it in the pilot classes previously set at each school. Presentation of ideas and the best ones will be used to redesign the system of achievement. LTTA2 - main focus on Science gamification and how to include it taking into account experiences and ideas of all partners. LTTA3 – main focus on English gamification LTTA4 – main focus on Maths gamification LTTA5 – main focus on online/digital games to be used with students Results1. a teacher’s guide to implementing gamification in key subjects, to include the following subchapters 2. materials for dissemination - photos, articles, sample activities 3. a project page on eTwinning to host all results4. website for the project, pages on social media5. materials for project visibility 6. evaluation instruments for both the beginning and the end 7. impact report8. sustainability plan9. teacher and student questionnaires10. attendance and Europass mobility certificates11. student prizes and badgesImpact on target groups: - on students: increase in motivation and better results due to the new method of teaching that uses gamification. Learning becomes more fun, the environment safer and more secure and the students will aquire more knowledge while having fun. - on teachers: cohesion and collaboration between teachers will increase while the growth in student motivation will motivate the teachers to prepare even more interesting lessons using the new methods.- on parents: better communication between school and parents (they will appreciate their children’s school progress and their will to participate in class).

"This project was established with school partnerships ofTurkey, Italy, Lithuania, Poland, Macedoniaand Greece. According to the report on exposure to bulimia prepared by the World HealthOrganization, these countries are at the top of their list. First Ranked is Lithuania and third is Turkey.Other countries also appear to be at the top of the bully in various age groups (Currie et al., 2008,WHO). The most obvious causes of peer violence and violence are school problems and failures,absenteeism and school leaving, escape from home or school, witnessing violence at home, violenceat home, fragmented families, low socioeconomic status of parents, parental indifference, low selfesteemand insecurity . In addition, it has been proven by studies that lead to the traditional bully inthe Siber bullying (Erdur-Barker-Kavşut 2007; Li).Schools with common problems have established partnerships to solve problems related to violence,to share effective practices with others on the spot, and to solve the problem of violence together.The fact that the staff at the partner schools were not sufficient and effective in solving this problemwas effective in the preparation of this project. The inability of the staff to efficiently implementstrategies to cope with the problems is also the reason for the preparation of the project. In addition,the staff has given life to the project with the willingness and willingness to increase the knowledgeand experience to solve this problem. With this project, the professional qualities of the teachers inthese schools will be increased, the problem of peer bullying and violence will be solved and theproblem of early schooling will be removed. The goal of eliminating early school dropouts is to serveboth the purpose of the Erasmus + program and to prioritize the EU 2020 strategy.The main objectives and concrete results of the project are as follows:Developng peer bullying and violence prevention methods in Europe and Turkey.Teachers can easily find the most appropriate ways to communicate both victims and bully students,Increasing the number of effective teachers in the solution field by transferring our experiences withour partners,To learn the solutions applied in different countries and to discover the skills and key skills of ourpartners who are experiencing the same problem,To strengthen the teaching skills of school administrators and teachers to prevent violence,To ensure that the students who have suffered the violence are recruited to adopt common values,To ensure gender inequalities and disadvantaged groups end up with their problems byimplementing integrated approachesTo ensure be to reach to schoolls who are in need of our ""Happy School"" practice, which includesboth course content and school physical arrangements,Having an idea about the ""Read More"" practice that our Italian partner uses in tackling Peer violenceand violence,To monitor the ""olweus"" system that our Lithuanian partners have received from Norway, and stillimplementing.Our partner, who is specialized in CyberBullying, one of the biggest problems of our age, is to benefitfrom the practices of Poland, Through the ""Lifelong Learning"" project, it is aimed to monitor the practices of Greece, which findssolution by directing the students who are suffering peer bullying and violence to social and sportsactivities,Being able to avoid the handicaps that might occur by passing the strong sides of all these goodexamples through the filter with the works that will last 2 years,By collecting the data we will obtain from all our partners in a common pool, writing a program thatwill be given together in the international validity,Making our program more accessible with Google Play and Appstore apps,To create a booklet for school administrators and teachers,To ensure the social integration of the target group with planned activities.Our new program, which will be internationally validated with 6 partners at the end of this project, willbe implemented in these 6 countries and will guide all European countries."

"""Whe nyo ur eadt hi ste xty ouk no whow itfe elsi fyo uc ann otr eadp rop er ly."" (source of the German text: ""Grundbildung in Europa: Projekte und Perspektiven"", NA BIBB).According to UNESCO, an estimated number of 73 million adult Europeans are considered as functional illiterates. This is equal to 1/5 of the employable population aged 18 to 64 years. In the partner countries of the project this concerns totally 13.8 million adults. According to experts the share of functional illiterates among adult Roma there is 40 to 60 per cent. Comparibly high is the share among the 25 to 40 year old Roma. Thus, often functional illiteracy is the reason for the hindered access of Roma to education and employment. It also hinders the maintenance or increasing of their employability.Alphabetisation measures are mainly offered for the majority population and partially for migrants, but not particularly for Roma. This is necessary to consider their special needs in the improvement of their reading and writing skills. Existing offers lack co-ordination and interdisciplinary co-operation in the planning and implementation. Binding respectively uniform quality standards are completely missing. Therefore, - the elaboration of a Curriculum for raising the literacy grade of adult Roma - the modification of Quality Standards for according alphabetisation courses- the development of a Handbook for leaders of alphabetisation courses and- the designing and implementation of Co-ordination Concepts for alphabetisation measures are in the centre of our project. In an according training, adult education experts will be enabled to use them for the first time already within the test phase of the project. ""RomABC goes Western Balkan"" will be realised by partners from Serbia, North Macedonia, Germany and Hungary and aims particularly at the reduction of the number of functional illiterates among adult Roma, the improvement of their employability and the increasing of their participation in adult education measures. With that, the project contributes in the long run concretely to the increasing of the employment rate and the reduction of the number of Roma concerned by poverty and social exclusion."

"Digital is an essential element in the life of all individuals. In addition, when we have to face a pandemic that forces the closure of schools, we realize that we are far from being able to respond correctly to the means that digital can provide to supplant face-to-face at school. It is therefore important, even essential, to be able to deal with such a situation. In this project, we want to split the project into two parts. The first part of the project, scheduled from March to November 2021, will be reserved for teachers in order to have teams who have undergone specific training to be able to answer students' questions and be able to carry out the activities planned during the project. A series of online training courses relating to an upgrade of teachers in the most used software and training in LTTA form comprising a maximum of four teachers per partner school will be organized and must be followed by a transfer of skills acquired during the training courses. 'first to colleagues, then to students. The use of Excel for the creation of quotations file must facilitate the keeping of quotations and to have, at all times, a general view of the situation of all the students. A video constructed by the teachers explaining the work provided during this first part of the project will be exchanged with the partners. From the month of November, the pupils will enter the project and its activities. From March, a first approach intended to get to know each other will be carried out in the form of the detective game. A file will bring together in a first step the photos and a description of each actor of the project in disparate order. Sending this file to all partners should allow them to try to recognize the actors and assimilate photos and descriptions. Two weeks after the first sending, a corrective file will be sent to each other. The project will include 15 activities to be carried out by each partner establishment with, at the end of the activity, the sending of a pre-arranged report to the coordinator. This project will also include two TNMs to establish mid-project and final reports as well as two LTTAs intended to exchange the results of activities and allow significant progress for each actor. The activities planned in the program will be based on the training received and will be called: ""Journal and poster"" with Word, ""Sound power point"" on a free subject, ""thanks to photo shop, I correct my photos"", ""creation of a cardboard game ""prepared by digital means,"" let's use a program to build a video or a small, film "". Two activities will begin the 2022-2023 school year and will focus on robotics. In order not to find ourselves in difficulty in the event of a return of the pandemic, we had drawn up two calendars of activities to be carried out during the project. We finally opted for a secure agenda with online training at the start of the project and face-to-face activities thereafter. During the project, various web conferences are planned between teachers, but also between students. In addition, after each training, the teachers who participated in the training will have to carry out work requested by the trainer and this, in relation to the skills received. Then, an information session will be organized in each partner establishment to communicate to colleagues the information collected during training. In the activities to be carried out, we will also show our concern for equal opportunities between girls and boys, particularly in the production of a video and two short films.Access to robotics will be the last part of our project which will have, we all hope, a positive effect on both all teachers and also on the students in our establishments. During this period, we will get to know the robots, their animations, the means of animating them and will invite the students to manipulate these robotics ingredients as much as possible."