"The project focuses on education and social inclusion of refugees and immigrants. The main objective is to exchange good practices as to how we solve both pedagogical challenges as well as challenges in terms of social inclusion for minority students. As a second motive, we want to focus on how ICT can be used to facilitate better learning and social inclusion for minority students. Finally, the project will give participating students intercultural competence and further improve their English skills. All four participating schools have experience in teaching immigrants and refugees. Our project partners all participated in Erasmus plus KA229 ""School Walls"", a project exploring inspirational learning environments. During our work in this project it became clear that we had a lot to learn from each other in the way we welcome and teach minority students. Over a period of 20 months, one visit to every participant will be organized. With our four particpating schools, this will yield a total of four transnational meetings. These meetings will involve three teachers and three pupils from every school as well as 10 pupils from the school that hosts the visit. In the transnational meetings the host school will organize lessons and activities for the pupils that highlight and demonstrate how the host school works with education and social inclusion of minority students. Teachers from the visiting schools will observe and interact with the students, but also discuss practises in meetings parallell with the students' lessons. Excursions and other activities that will promote cultural exchange will also be organized by the host school.We will conduct in-depth interviews with the students that participate in the project. Participating teachers will also be asked to write a short entry in which they reflect on what they have learnt from the project. A digital guide with best practices will be the final product of this project. This guide will be easy to use for all teachers and schools and we will make sure that it is widely circulated through E-twinning and other media. The guide will be discussed and changes to existing practises will be implemented according to the results of the project at all the participating schools."

"THE ECONOMIC CRISIS IN EUROPE: GLOBAL AND LOCAL CONSEQUENCES, FUTURE PERSPECTIVES AND SELF-EMPLOYMENTCoordinador: IES El Brocense, Cáceres, España.Socios: Kemin Lyseon Lukio, Kemi, Finlandia; Kaufmännische Schule, Schwäbisch Gmünd, Alemania;ZSP Kaliszu Pomorskim, Kalisz Pomorski, Polonia.1. CONTEXTO DEL PROYECTO. En 2014 los efectos de la crisis económica mundial seguían siendo evidentes en España y las autoridades económicas preveían una recuperación lenta y difícil. En este contexto, nos pareció muy interesante estudiar los efectos de la crisis en diferentes países europeos.2. OBJETIVOS DEL PROYECTO:- Objetivo principal: ¿Cómo ha afectado la actual crisis financiera mundial a cada país participante en el proyecto?- Objetivo secundario: El espíritu emprendedor como una de las bases esenciales de la recuperación económica.3. NÚMERO Y PERFIL DE LAS ORGANIZACIONES PARTICIPANTES.La crisis económica no afectó a todos los países europeos de la misma manera, y nuestro proyecto quería tenerlo en cuenta. Esa es la razón por la que somos 4 socios, cada uno de ellos con unas características económicas diferentes.IES EL BROCENSE, de España. España sufrió el impacto de la crisis de manera profunda. El boom económico de finales de los 90 y principios del siglo XXI, apoyado en gran parte por lo que más tarde se llamó ""burbuja inmobiliaria"", desembocó en una crisis profunda.KEMIN LYSEON LUKIO, de Finlandia. Su llegada a la industrialización fue relativamente tardía, permaneciendo como una economía eminentemente agraria hasta los años cincuenta. Posteriormente, desarrolló con rapidez una economía avanzada y la construcción de un amplio Estado de Bienestar de estilo nórdico, que desembocó en una prosperidad generalizada y un ingreso per cápita nominal entre los más altos del mundo. En la actualidad, Finlandia es un país que destaca en parámetros tales como educación, competitividad económica, libertades civiles, calidad de vida y desarrollo humano.KAUFMÄNNISCHE SCHULE, de Alemania. Alemania es la cuarta economía mundial medida por el PIB nominal. Es líder global en varios sectores industriales y tecnológicos. Es un país desarrollado con un nivel de vida muy alto.ZSP W KALISZU POMORSKIM, de Polonia. Se dice que es la única economía europea que ha evitado la recesión de finales de los años 2000, por tener un mercado interno fuerte, una deuda privada baja, una moneda flexible y no depender de un solo sector de exportación.4. PRINCIPALES ACTIVIDADES:Página web www.econoerasmus.com: presentaciones multimedia sobre la situación económica de la UE, sobre la situación económica de cada país participante en el proyecto, sobre las instituciones democráticas en cada país participante en el proyecto, sobre el sistema financiero y los impuestos en cada país participante en el proyecto, sobre el Estado de Bienestar en cada país participante en el proyecto, sobre el mercado de trabajo y la evolución de la tasa de desempleo en los últimos 5 años, sobre las diferentes políticas económicas de nuestros gobiernos, y sobre los trámites y costes de creación de una empresa.Blog econoerasmus.blogspot.com: Debates tales como Comparación de las ayudas sociales en los países participantes en el proyecto, El desempleo juvenil en mi país, ¿La gente en mi país cree que paga demasiados impuestos?, ¿Es fácil crear una empresa en mi país?Otras: Semana Erasmus + anual, con talleres, conferencias, exposiciones, etc, Ciclo de cine anual Eramus +, con películas de España, Polonia, Alemania y Finlandia, Exposición de Fotos ""Crisis"", Rodaje de Cortometrajes.5. RESULTADOS E IMPACTO LOGRADO.Todos los resultados de nuestro proyecto se pueden consultar en nuestra web www.econoerasmus.com, en nuestro blog www.econoerasmus.blogspot.com y en nuestro ""project journal"" en Twinspace.Las tres herramientas representan el mejor escaparate para todo el proyecto en general.Los socios consideramos que los objetivos que nos habíamos propuesto al inicio del proyecto han sido ampliamente logrados:- conocer la realidad económica de los 4 países implicados y el impacto de la crisis en cada uno de ellos- estudiar la respuesta política y la reacción de la sociedad al problema de la crisis- conocer las posibilidades y las dificultades de la iniciativa emprendedora en cada país.Por otro lado, con nuestro proyecto hemos pretendido crear una herramienta (nuestra web) que pueda ser utilizada por personas de otros ámbitos (universidad, asociaciones, cámaras de comercio, etc.) interesadas en estudiar los datos económicos durante los años de la crisis. Por ese motivo, una de las actividades más importantes de la última parte del proyecto ha sido la difusión de nuestra web, especialmente en la Universidad.Pero sin duda, el mayor impacto que ha tenido nuestro proyecto Erasmus+ ha sido en el propio instituto, en toda la comunidad escolar.Alrededor de 300 alumnos han colaborado en la web y el blog, y unos 50 han participado en las reuniones transnacionales."

The idea of the partnership is based on “Future Classroom Lab” by European Schoolnet in Brussels. The lab is an inspirational learning environment, challenging visitors to rethink the role of pedagogy, technology and design in their classrooms. The lab considers space a significant factor in learning and suggests the transformation of the school space in combination with a change in pedagogical approaches. The Future Classroom Lab is formed by six different learning spaces 1.Investigate 2.Create 3.Present 4.Interact 5.Exchange 6.Develop Six Secondary Education schools join the partnership Applicant: Gennadi Gymnasium, Greece Partners: 1. Agrupamento de Escolas de São João da Talha in Portugal 2. M. Preti - A. Frangipane in Italy 3. Fyllingsdalen High School in Norway 4. Lapua Upper Secondary in Finland 5. IES El Sobradillo in Spain There will be six short-term meetings, one in each country involving two students and two teachers from each school. The objectives of the project include two actions 1. The production of guidelines containing a) suggestions and b) steps for the creation of future classroom lab 2. Classrooms reorganised to support changing styles of teaching and learning, based on the learning spaces of Future Classroom Lab in partner schools

<< Background >>The changes occurred in education due to the worldwide spread of COVID-19 pandemic, the rapid and accelerated development of new and smart technologies, and the economical and social changes affected fundamentally the educational approaches, people communication and cooperation in the educational community. Those advances influenced both teachers and students inspiration and motivation for the learning process. It’s common that teachers suffer stress and burnout factors that negative affect mood, social behavior and learning. Under these circumstances it’s obvious that the recently formed educational reality requires new skills from the teachers, resilience to stressful situations, ability to adapt in changes and the enhancement of digital skills. Additionally the new circumstances require from schools to develop a new model of adaptability in changes, a new vision and mission, an updated internal policy and plan in order to meet the expectations of a sustainable and digitally oriented future.<< Objectives >>The main purposes of this partnership, which involves school partners (4th GEL Rodou from Greece, Fyllingsdalenvideregåendeskole from Norway, Liceo Copernico from Italy), the University of the Aegean( from Greece) and educational institutions (ICON from Greece, Joniškio rajon Švietimo įstaigų vadovų asociacija from Lithuania and Umbrella from Georgia), are to strengthen teachers occupational profile with professional development opportunities, establish a positive and stress-free working environment, favor students development, create innovative structures within educational complexes and organization, increase educational institutions capacity and readiness, effectively manage the shift to digital education, foster understanding and trust among students from different societies, develop international cooperation and conflict management skills, and solidarity.<< Implementation >>Participants will communicate and collaborate mainly online, but they will also have the chances to meet live before the project completion, during the introductory transnational meeting in Rhodes, Greece, at the intermediate meeting in Lithuania and at the learning teaching event in Norway. During these meetings, partners have the opportunity to discuss procedural project issues, exchange ideas and experiences about the best practices which can be implemented, and also they will be trained under the mentoring of the University and by the specialized mentors of the institutions. In particular, the training will aim to strengthen teachers professional profile with stress management and control skills, to create attractive digital educational materials, to develop classroom management skills and to implement innovative teaching approaches. Live meetings will be also a great opportunity for the partners to know, accept and appreciate each other’s cultural background. In addition, during the project school partners (with the contribution of the University and the institutions) will design collaborative practices and scenarios, that will be implemented and evaluated in their schools by them and their students, alongside University’s supervision and procedures improvements. The scenarios will be interdisciplinary (environment, European values, STEAM, etc.) with the integration of digital tools, games and outdoor activities. Furthermore, online live dissemination events will be organized throughout the project (social networks will be also used), and at the end of the project a main multiplier event will take place in each country that participated in the partnership (Greece, Italy, Lithuania, Georgia and Norway). The event will be attended also by local educators, teachers, students, young people and parents.<< Results >>At the time of project’s completion, all partners are expected to have resilience to stress, adaptability to change, enhanced communication, collaboration and digital skills, and understand every change as a challenge for innovation. Additionally teachers will have enriched their repertoire. Students and young people will value diversity, understand multiculturalism, respect the physical environment and will be inspired to be active citizen. Teachers, students, young people and parents will improve their digital skills, will have the ability to control stress and will adopt green behaviours. All participating actors will strengthen their contacts network and be able to implement more similar projects in the future. Within the framework of the project, intellectual outputs will be produced, such as e-learning platform with plenty educational resources, examples with successful actions/scenarios in the past implemented, the burnout measurement tool, a project evaluation, evaluation tools, an internal educational policy plan and the sustainability report. The project results aim also to attract educational policy makers.

The project “Computational Thinking at School” aims to introduce computational thinking and its implications in pedagogies in the educational field. The high impact of Computer Science in science, economy and society has increased the dialogue about the role of Computational Thinking in education. Computer Science is currently considered the fourth great scientific domain along with the traditional Physical, Life and Social Sciences (Rosenbloom, 2004). Wing in 2006 recognized Computational Thinking as a fundamental competency that all literate citizens should develop through compulsory education, to complement the three other core skills, that is, reading, writing and mathematics. The integration of Computer Science and Computational Thinking in general education is an imperative issue that should attract the interest of the education community and educational policy makers. The project addresses the application of Computer Science to other school subjects through training of teachers. The role of teachers is crucial in understanding of Computational Thinking as this is depicted in learning activities they design. The project has four aimsa) an online training course for teachers at partner schools on the scope and conceptualization of Computational Thinking at classroom level b) production of learning scenarios related computational thinking. Evaluation of scenarios and their impact on learners. Slection of best practicesc) digital guided) websiteThe project is initiated by Directorate of Secondary Education in the Dodecanese, public authority for education at regional level. Laboratory of Learning Technology and Educational Engineering (LTEE) from the University of Aegean will design and implement the pedagogical part of the project. There are six public Secondary schools that will join the training course and will pilot learning scenarios in their classes: three schools from different islands in Greece (Rodos and Kos), one school from Tenerife island in Spain, a school from Lisbon in Portugal and a school from Bergen in Norway. The partner schools have prior cooperation in other Erasmus projects and have focused on Computational literacy and Computer Enhanced Learning among their scope of interest.It is expected that through the three year project about 80 teachers (15 per school) will be trained and actively involved. The project will organize short term staff training events in each partner organization. The aim of the events is to study the ten basic dimensions of Computational Thinking and to produce learning scenarios for all dimensions.C1 First short term staff training eventComputational thinking and pedagogical implicationsC2 Second short term staff training eventStudy of dimensions of computational thinking1.creative problem solving2.algorithmic approach to problem-solvingC3 Third short term staff training eventStudy of dimensions of computational thinking3.problem solution transfer4.logical reasoningC4 Fourth short term staff training eventStudy of dimensions of computational thinking5.abstraction6.generalization7.representation and organization of dataC5 Firth short term staff training eventStudy of dimensions of computational thinking8.systemic thinking9.evaluation 10.social impact of computationComputational thinking at schoolIn addition to training events, an online Community of Practice will be established for support to schools and teachers. The learning scenarios produced by participant teachers will be included in a digital guide. The impact at schools, teachers and students is expected to be positive and it is envisaged to create a MOOC for Computational Thinking with free access for educators in the long term.