"<< Background >>The current COVID19 pandemic has highlighted the need for Europe to speed up its digital transition process in order to overcome the gap that splits Europe into two areas that aregrowing at different rates. In addition, given the growing necessity of regulating the amount and the storage of big data through the use of artificial intelligence, European institutionsrequire the development of digital competencies by European citizens. Digital transformation is a requirement for all European citizens, especially for the school system which shapesEuropean citizens. For this purpose, teachers need to upgrade their digital skills in order to keep up with the demands of a society that is continuously developing. Coding offers theopportunity to orient students towards computer science and new technologies. Besides improving logical abilities and analysis, teaching coding at school might be a powerful tool forcreative projects such as music and arts, expressing sensibility and each students’ personality. Like all citizens, teachers need to acquire the necessary digital skills for their personaland professional lives and for participating in the digital society.<< Objectives >>The activities to be implemented within the scope of this project target teachers and students wih the aim of;-To contribute to the readiness of schools and teachers for digital education processes-To create open source for Robotics / Coding lessons applied in schools-To contribute to the development of 21st century skills (creativity, problem solving, analytical thinking ... etc) of students.-To train teachers in coding teaching and to contribute to the development of their professional profiles.All participants in our project are recruited from the school environment. Since the topic of the project is universal for all groups of teachers, we will involve teachers from primary schools, secondary schools, vocational education and training and teachers from universities.The project consortium has extensive links and cooperation with many different schools in Europe, so we will involve participants from these schools. As our project has the ambition to be more international than just for the partner countries, we will try to reach out with our content also to schools with abroad.<< Implementation >>A project management plan which will be a strategically designed roadmap that monitors and guides partners towards the project progress and implementation as well as the financial parts will be prepared by the coordinator and will be shared wih partners. ROBY-CODE will be responsible for preparing project management guidebook (PMG), financial management of the project and subcontracting external evaluator. INNOVED will be responsible for monitoring & evaluating of the project. Korfez Mesleki ve Teknik Anadolu Lisesi (Körfez MTAL) will be leading the communication plan.ISTITUTO ISTRUZIONE SUPERIORE ""A. LINCOLN"" will br responsible for social media management of the project. Paula-Fürst-Schule Berlin will be responsible for leading dissemination activities.Within the scope of project both tangible and intangible results are epected. A)Intellectual Outputs1.Course Videos: (40 videos in total)2.Experiment sets 3.Experiment Booklet: (Teachers’ Book & Students’ Book) including 25 experiments4.Interactive Website5.Policy paper & Layman’s reportB) 2 LTTs will be organizedC) 7 multiplier events will be hostedD) 4 TPMs will be organised-ROBY-CODE, the coordinator, responsible for PR4 and hosting LTT1, subcontracting external evaluator, preparing project management guidebook (PMG), financial management of the project.-KOCATURK, responsible for hosting LTT2 -INNOVED, responsible for leading PR2and hosting TPM2, responsible for monitoring & evaluating of the project -Korfez Mesleki ve Teknik Anadolu Lisesi (Körfez MTAL) responsible for leading PR3, responsible for hosting TPM4 and leading the communication plan-ISTITUTO ISTRUZIONE SUPERIORE ""A. LINCOLN"", responsible for hosting TPM3 and responsible social media management of the project. -SVEUCILISTE U ZAGREBU, responsible for hosting TPM1 -Paula-Fürst-Schule Berlin, responsible for leading PR1 dissemination activities.<< Results >>In the project, it is aimed to increase the awareness and dissemination of coding and digital competence, which are increasing in importance every day when the project is completed.In order to achieve these goals, it is planned that the teachers included in the project will be included in the process, undergo training of trainers and indirectly involve the students inthe target audience. For this purpose, Arduino sets will be prepared that will allow teachers to use in their training and later in their classes. The training of the prepared sets will bedone on Arduino sets with the participation of the relevant teachers. The training received will be certified with the certificate to be given to the teachers after the training. With theinteractive web page and mobile phone applications to be prepared, teachers and students will be able to access training regardless of time and place. In this way, it will be ensuredthat the training continues continuously with the use of the internet, which is an indispensable tool of digital life.Tangible results;A)Project Results1.Course Videos:40 videos in total2.Experiment sets 3.Experiment Booklet: (Teachers’ Book & Students’ Book) including 25 experiments4.Interactive WebsiteB) 2 LTTs will be organizedC) 7 multiplier events will be hostedD) 4 TPMs will be organisedIntangible results:- Improved quality of education in distance learning process.- Improved ability of teachers in teaching coding and robotics- Innovative approach for teaching coding- Improved digital skills of teachers and students in the scope of coding- Increased professional development of teachers- Development of programming and IT competences- Dealing with structures and problem-solving- Fostering STEM in schools- Integration of innovatve learing strategies in schools- Fostering the intergation of IT aspects for learners and teachers at school- Creating awareness about future work environments and needed skills- Implentation matrials as a tool to transfer the coding approach to other schools- Creating sustainability by creating a fit to existing and future curriculum structures- Recommendations for educational policy makers- Increased skills in language, research, creativity- Increased awareness about the need for ICT training at schools in today's world- Increased project management skills for all parties involved in the project"

COVID-19 pandemic has shown many severe problems worldwide in both educative and socio-economic sectors, making it very difficult to produce an effective response to online education. What seemed to be a non-formal or Higher Education option, it is now a real challenge when it includes millions of students in compulsory education from 3 to 16 years old. E-DUCATION: TEACHING AND LEARNING AFTER 2020 focuses on three important items: new active online methodologies, online assessment and school coordination (headteachers, counsellors, teachers, families… ) when we talk about students in need of special attention due to the so-called digital divide.Therefore, our main object groups are: - SCHOOL TEACHERS (including counsellors teams), in order to give them there types of fundamental tools: new active online methodologies, proper assessment instruments for online envirronments and protocols for a better coordination when facing students in situations of digital divide. - HEADTEACHERS, in order to provide them with strategies to introduce processes of educational digital transition and encourage them to control and mantain the necessary eduaction quality of their schools. - STUDENTS, FAMILIES AND SOCIAL AND EDUCATION MEMBERS, in order to help them with a tool to identify and intervene in cases of digital divide together with teachers, headteachers and social authorities.Our project is base don very clear needs that we have identified among school teachers and headteachers. This group of professionals has had to deal with a very fast change in their realities and the way they have had to adapt their methologies and assessment in a digital environment. This situation has caused many difficulties in different stages: teaching, communicating with students and families, evaluating the learning process, taking care of students with special needs…For that reason, this project aims at giving specific answers to tackle the main problems we have identified. So, we are going to produce a sound report called CHALLENGES AND PROPOSALS IN DIGITAL EDUCATION IN THE 21ST CENTURY and the interactive e-book CHECK&ACT.A specific training on active online methodologies will be created in a digital platform called MOBILE LEARNING. It is also essential for us to provide techniques and tools for a proper online assessment that is in line with digital methodologies. This way, teachers and headteachers can control students´ progress. For this reason, we will design the digital tool E-TESTING, where teachers will learn how to use them and also will be able to produce their tests thanks to a TEST GENERATOR application. With the clear aim to amplify the impact and sostenibility of the project, we have designed different multiplying events such as the International Congres on digital education and digital divide, the International Conference on digital methologies and evaluation and also National Seminars to present the project results in the different members´ schools (from Pre-Primary to Primary and Secondary education in formal and non-formal environments).Our partners are: - In Spain: The schools group Fundación Santos Mártires de Córdoba, Universidad de Córdoba, Universidad Internacional de La Rioja (UNIR) and Conecta 13- In Italy: CREATIV, Istituto Istruzione A. Lincoln and Eurolingue Schools- In Portugal: Dr. Joaquim Gomes Ferreira Galves High School and the schools group Agrupamento de Escolas Rainha Santa Isabel. Member universities and educational research institutions will give us the necessary scentific support in developing the intelectual products. The schools in Spain, Italy and Portugal are basic in our project because, thanks to them, we will have Access to the reality of more than 10.000 students and their families and 800 teachers. For this reason, this association has the required capacity to carry out the previous research and investigation and, then, try out the different digital tools. Also, being such an ample group of members allows us to disseminate the results of our project not only locally or regionally but also in a national and international dimension.

"<< Objectives >>The partnership aims to implement a project that will transmit cultural heritage and raising cultural awareness in local, national and international level through the live performances of five primary and secondary schools from Balkans and Mediterranean regions in music Festival of Xanthi ""Polis Oneiron"" and the development of an online educational toolkit on the interdisciplinary approach of music education in formal and non-formal education.<< Implementation >>Preparation and presentation of five live performances executed from five international schools and the incorporation of the 5 songs records, that previously will have been performed in the music Festival in Xanthi, inside the online educational tool that will be accompanied by the the history of each song, and strategies of integrating interdisciplinary approach of music in education.<< Results >>- Familiarization of the students with Europe and international mobility- Fostering a cultural exchange based on values such as respect, co-existence and tolerance- Bring internationalization to the local participating schools- Create a link between formal and non-formal education through the usage of the online toolkit- Create an innovative educational tool for bringing the interdisciplinary approach of music into classroom"

<< Objectives >>• Understand the benefits of game-based learning.• Be aware of successful use of digital games as a learning resource.• Know digital games that you can use as a learning resource in the classroom and their expected learning benefits.• Understand the differences between digital game genres and their learning benefits.• Understand the requirements for the successful use of digital games for learning.• Understand how to assess if a digital/real time game is suitable for the classroom.<< Implementation >>4 mobs in Austria,Italy Lithunia and Turkey (Virt;3 Erasmus Corners2 eTwinning projects Website2 Newsletters 1 E-book board games in STEAM20 Seminars8 Student Forums-4 Face to Face/4 Online15 workshops12 Plenary Speech8 Brochures GBL in Edu8 Leaflets Gamification in Edu1 Free Mobile STEAM Game 50 Board Game Design Gam-Jam on Genially for Maths25 Digital Game design on Wordwall<< Results >>EXPECTED INTANGIBLE RESULTSAll participants will be more conscious in innovative teaching & learning tecniques, each partner's educationsystem ,coding,parental control ,GBL& PBL and Gamification.It will contribute better cultural and educational understanding .Students will also broaden their linguistic competence ,digital and communication skills and have international friendship.EXPECTED TANGIBLE RESULTS 3 Erasmus Corners2 eTwinning projects 1 Website2 NewslettersInt. Gam-Jam,etc

"The social inclusion is one of the mail goals of the Europe 2020 Strategy. The focus of the Inclusion Strategy is to include young people with fewer opportunities in EU projects and in society in general. It is therefore very important to equip teachers and educators with the competences necessary to successfully manage and support social inclusion of young people, especially those at risk of marginalization. This can contribute to positive interaction with various groups, regardless of their diversity. Social inclusion is also one of the main national policy priorities of most European countries. The Covid-19 pandemic outbreak affected young people. Many of those belong today to Neet group.Today we are all witnessing a possible new crisis that will affect not only Europe but the whole World. We are not able to predict its effects, but we know today that after the Covid-19 wave, which has swept and flows through Europe and the World, many companies will fail, many people will be unemployed, young people may not even finish their education and be at risk of poverty and social exclusion. We created this Strategic Partnerships project under Erasmus+ aimed at support young people with fewer opportunities in their better social inclusion. To achieve this, we will use innovative method which is Educational Robotics and we will create the Robotics workshops using non-formal methods. Thanks to participating in the workshops, we intend to improve the key competences of young people, digital skills and creativity, their motivation to learn and achieve success, their self-esteem as well as social and intercultural skills. In addition, thanks to joint activities during local workshops, during virtual meetings with young people from partner countries and thanks to international workshops in Bristol, young people will improve their relations with peers and teachers.The workshops will end with handing out certificates, that will help young people to have their skills recognised. Seven partner organizations from five countries were involved in the project: - ENSO GROUP from the United Kingdom (coordinator) - Istituto Istruzione Superiore ""A. Lincoln"" from Italy- Scuola di Robotica, Associazione Culturale from Italy - 5th Senior High School of Agrinio from Greece- Cetin Sen Bilim ve Sanat Merkezi from Turkey- Centrum Ksztalcenia Zawodowego i Ustawicznego from Poland- Academia de Robótica from Portugal Objectives of the Partnership are to:- Share the good practices of successful outreach and social inclusion methods - Develop knowledge and understanding of Educational Robotics method and non-formal method by teachers and educators - Collaborate to create a hub of resources for teacherss teach robotics through non-formal workshops To implement the project's objectives, the partners will organize 7 meetings, 4 Transnational Project Meetings and 3 Learning, Teaching and Training Activities. 6 partner organisations will select 10-12 young participants who will take part in local robotics workshops and 8 participants of international mobility in Bristol. In each activity, at least half of the seats will be reserved for participants with fewer opportunities in order to ensure more effective social inclusion. We expect the project to achieve the following results for partner organisations: - Better understanding of non-formal learning methods in the context of robotic and social inclusion - Increased schools and partner organisations capacity to support young people - Better understanding of young people with fewer opportunities needs in the context of greater inclusion We expect young people to improve key and social competences, improve their creativity and digital skills, their relationships with peers and teachers, increase their empowerment and better social inclusion. This partnership aims to share best practices in order to create a hub of resources to equip teachers with enabling safe environments and trusting relationships with young people with fewer opportunities across Europe. The exchange of best practices will be of the highest quality through exceptionally executed planning, collaboration and dissemination. Enso Group from the United Kingdom is an experienced agency which seeks to enhance the Erasmus +'s aims of sharing best practice internationally in order to create greater participation of people with fewer opportunities and therefore greater social inclusion across Europe. Academia de Robótica from Portugal and Scuola di Robotica from Italy will be the experts in Educational Robotics. Partner school will benefit greatly from the partnership that seeks to provide more inclusive methods to ensure support to students with fewer opportunities and to prevent negative effects of marginalization and social exclusion."