"The schools involved in this project include science and technology education, as well as teaching of foreign languages as main goals of their curricula. A large number of studies have emphasized a worrying decrease in the interest of young people in science and technology.""Being a Biomaker, no passports needed"" is a project that shows how the scientific knowledge and problem-solving capacity contributed by the maker’s philosophy, BioMaker or Bio DiY, has no borders for several reasons:-Our association brings together Macedonia and other countries belonging to the European Union in the same project.- It allows to build a laboratory with complex equipment at low cost.- The laboratory will be designed taking into account the electrical self-sufficiency of the equipment so that it can be replicated in disadvantaged areas of Europe and also in other parts of the world.The project arises from the association of 4 schools from different areas of Europe, with three of them that have been partners in a previous project ""Be a maker at School"" of robotics and BioDiY. The innovation of this new project lies in the construction of new laboratory equipment with more complex devices that include optical, electronic and self-consuming energy systems. The shortage of BioDiY or BioMaker projects and the potential it can represent for schools around the world, have led us to schools with different STEM profiles to build this project and to agree on the following objectives:The learning of science and technology is one of the bases towards employment and social inclusion.-Propose a personalized and collaborative learning, take advantage of the accessibility to open educational resources that will be generated in the website and in the different platforms.-Improvement of competences of students particularly linguistic, scientific and technological.- Promote equity and social cohesion.-Encourage cooperation between European countries to improve dialogue between cultures, increase employment opportunities and expand the range of job offers.-Enhance competences in creativity and innovation, including entrepreneurship, at all levels of education and training.-Teaches students with innovative learning approaches and improve their skills in the STEM subjectsTo achieve these objectives we propose the following activity plan• Promote and bring students closer to the most innovative fields of the biomaker movement. The Open Hardware, Open Software and emerging biotechnology allow to acquire new skills to be included in the scientific-technological competence of a high school student and necessary for their future active European citizenship.• Create and design tools to build a low cost biotechnology laboratory that can be replicated in other secondary schools.• Evaluate the tools built for the biotechnology laboratory with a reference laboratory.• Introduce the proposal of challenges, so common in other areas of the adolescent such as sports or video games, in the teaching of STEM subjects.• Exchange good practices implemented in each of the centers through virtual communication channels, work networks, meetings and mobilities that improve key skills.At all times the inquired based learning methodology will be followed, the resolution of challenges and problems, implicit in the DiY or Maker philosophy that is characterized by a continuous review and improvement of its resources in an open space.The results of our project will be distributed in three steps:Construction, assembly, calibration and use in small investigations of laboratory equipment.Design of the electrical self-supply of the equipment.Creation of construction guides, assembly, calibration and use of laboratory equipment.The construction of a laboratory with complex equipment at low cost can have a significant impact among the STEM teachers of the schools involved, and of schools in their area of ​​influence, makers, national and international skateholders, but above all to the students who will be able to experiment in biotechnology and chemistry with instruments only available in university laboratories and professionals labs. These schools can become point of reference for other European schools, even those in the most disadvantaged areas."

The name of the project: The Celtic culture in Bohemia and Galicia: similarities and differencesThe project was focused on the age group of the pupils from 16 to 18 years. The project was attended by the 10 disciples of our and 10 pupils of the partner´s school. Both groups were selected on the basis of their interests and abilities usable in the context of the project: the pupils interested in IT technology, with a specific interest in History, and the Celts especially, in the languages, the Geography, the creative pupils and pupils with their own vision of any possible realization of our proyect. There are the main objetives we wanted to reach: - the maximum improvement of the linguistic competences of young people, their oral and written speech, adquisition of a healthy self-confidence when communicating in a foreign language- on the basis of this communication there was the effort of mutual exchange of information relating to the settlements of the Celts on our own and the Spanish territory with a focus on the region where the schools are located (own elaboration of maps with the settlements and their publication in the final brochure). - we prefered our pupils to obtain a cultural and historical awareness of our ancestors by monitoring similar characters and differences between the Czech and the Spanish Celts and by evaluating which of the Celtic aspects we maintain even at the present time. This project was conducted across several subjects: Czech, Spanish and English languages, History, Geography, as well as in the subject of the Information Technology, and in the Czech school even Tourism. The project students were working or individualy, in pairs or in mixed groups togeather with their foreign mate to ensure the maximum contact among them and the best improvement of language and communication skills.During the project implementation there were two mobilities between the school institutions: the first one in autumn 2017 and the second one in spring 2018. During the mobilities pupils had the major possibility to exchange the information obtained from their local investigations. They even finished some of their tasks they had been working on remotely. According to the previously prepared itineraries we carried out different visits of places connected with the occurrence of the Celtic people in the corresponding regions. We even carried out the presentations of our institutions, of our results and finally made the evaluations.The main part of our communication was operated by Skype, Facebook, WhatsApp and eTwinning where the pupils and coordinators shared all the material, photos, videos, etc. Our project had been registered previously on eTwinning platform before its official opening. All our conclusions and the procedure of our work we shared with the wide public in form of articles in local magazines and on the webpages of our schools. Finally we created the unique product of our project - the publication - providing revision of our whole work and especially the compacted information about the similarities and differences between the Celtic culture in Bohemia and Galicia which was the main aim of our project. Thanks to this publication we managed the dissemination of the project results at local/regional/national and even EU level distributing it on different webpages and to the centres of Celtic culture (museums). This project was focused mainly on an independent work of pupils, of their own invention, ideas. The role of teachers was as a coordinator of their work and evaluator. Therefore, the main objective of this project completed the development of the individual capabilities, their development within the group, educating the pupils to team work, mutual respect and self-evaluation and the evaluation of the work of others. On the basis of this project we expected the deepening of cooperation with the school in Galicia. Thanks to all of this we think that we have reached all of the objetives. It was unforgettable, upgrading and very strong experience for all of us.

"As established in the ""Coordinated Plan on the development and use of Artificial Intelligence Made in Europe - 2018"", the creation of an Artificial Intelligence (AI) plan for the EU states is a key field for the European Union in the years to come. This plan must place the EU in a privileged position in this eminent technological revolution. To achieve such a challenging objective, a long-term education plan is mandatory, so AI topics are addressed in general education level, that is, previous to tertiary formation. Consequently, the first approach to such general AI formation should be targeted to high school degrees, that is, students that will enter to the universities in a two/three years temporal horizon. These students will be the first generation that will encounter AI systems in their day-to-day life, and they will have to be prepared for that, understanding their operating principles and increasing their opportunities to enter the future job market.The EU plan for AI emphasizes the social inclusion opportunities that will open in this new era, and encourages the member states to face them with specific actions. In this sense, a global training in intelligent systems for European high school students will help to provide equal opportunities between different regions regardless of their technological advance level. Moreover, it will help to reduce gender differences, because AI fields of application are very diverse, which can engage a wider range of personal interests, so girls will know them before they choose their university studies and specialization. This will lead to have more women employed in technical jobs in the near future, reducing the opportunity gap when accessing to better positions.Considering this context, the present project has as its main objective:The development of an Artificial Intelligence curriculum adapted to high school education in EuropeThe curriculum will be targeted to students from 15 to 17 years old (upper secondary school and high school) with some previous basic formation in robotics and programming. It will cover a two-year period previous to their incorporation to tertiary education. The AI teaching approach that will be followed in this proposal is aligned with EU recommendations, so it will be focused on embedded intelligence, that is, programming real-world devices that interact with the real environment. This requires to rely in some specific hardware elements in order to implement the teaching material. To this end, in order to follow the most general approach as possible, we establish a key premise in the project:Using the student’s mobile phone (smartphone) as a central technological element to all educational material to be developedCurrent smartphones have the technological level required for AI teaching in terms of sensors, actuators, computing power and communications; and they will have it in the future because they are in continuous update. They can be considered as general public devices, with a very similar presence in all the European states. This is very important for this proposal, because a large majority of high school students have their own Smartphone, so they can use it for learning. This significantly reduces the cost of introducing this discipline, and equalizes regions with different economic capacity. The main results of the project correspond to four intellectual outputs:1. A book (digital and printed) with teaching units for the teacher 2. A book (digital and printed) with activities for the student, as well as 3. AI Libraries and programming environments that allow high school students to develop the teaching units4. A Best Practice Guide encompassing all the intangible results and conclusions extracted from the activities carried out during the project, both from a technical and from a social perspective.The consortium is composed by five countries representing regions with different degrees of technological progress in the classroom, and covering the European region from east to west and from south to north. The coordinating team comes from the University of Coruña, in Spain, and it has a wide experience researching and teaching in AI and robotics. This team will develop all the intellectual outputs with the collaboration of the partner schools. Teachers will provide their pedagogical skills and experience to the project, while students will be used as testing groups in five training activities to generalize the teaching material to all the EU.The global expected impact of this proposal is very ambitious: using the teaching material developed here as a reference for a future official curriculum in European secondary education. Regarding the participant organizations, the project will impact will on their technological capacity, will open the students’ possibilities to access to AI tertiary education, and will increase the international recognition of these educational centers as technological references"

Originally, 5 schools applied, after the withdraval of Fairfield High School we were approved to go on-the approval dates to12 October 2016.All the responsibilities were successfully shared by the rest of schools.Four learning and teaching stays were organized, 27 November 2016 - 2December 2016, David Bujan School, Cambre, Spain , 2April-8April 2017 IIS Galileo Galilei, Jesi, Italy , 30Oct-3Nov 2017 ,Orde Chopela School, Prilep, Macedonia,16April-20April 2018, Gymnázium, Česká 64, České Budějovice, CR. All the mobilities followed the planned schedule, fulfilled the planned objectives as described in details in paragraph 5. The diversity of the four participating organisations provided new horizons to learn from each other experiences and areas of expertise. Each was a pilot school in InGenious, and each had challenging and specific targets that were fulfilled in this project. The participants benefited from intercultural peer to peer support, contributed to tolerance development and understanding of other cultures. They also improved the students scientific and multilingual competences. It helped to unlock the potential in everyone involved and the organized activities stretched the students competences and creativity beyond our initial expectations. One transnational meeting and four short-term exchange visits planned for this project were realized. The organisations involved provided a favourable environment through the European mobility to challenge and encouraged the more-able students to raise their attainment, empowered the students with opportunities to raise their aspirations and overcome economic and social barriers, motivated all stakeholders to engage actively with education and gain cultural, vocational and linguistic benefits. It also contributed to the improvement of their employment prospects in the future. We chose history of TI as a context for this project - the home of each participant shares a common heritage still influencing our societies. We believed we should understand the history to build a better future. Within this context we realized planned visits to first class educational facilities and industrial plants. We offered the students highly motivating cross-curricular teaching and learning activities with innovative methodologies and effective use of ICT and digital tools. Science inquiry-based learning activity packs developed and piloted during the lifetime of the project. The activities tackled the history of textiles, pollution by TI, designing products from recycled materials, collecting and recording data, communicating ideas and results while using effectively correct English. Over two years, the participants were working continuously on various tasks following a well- structured plan to achieve the set results of the project. The outcomes include: a smart material kit, online multilingual voice dictionary, garments made from recycled or reused materials, a collection of art work from recycled materials, packs of information cards about pollution and interactive activities and experiments to be used by children at museums. Two outputs were planned for this project; an illustrated book presenting the results of the activities undertaken, additionally more practical manuals for workshops and an inquiry-based learning activity pack with accompanying teachers’ guidelines. Both the products were accomplished in e-forms. Each school was given two CD books to deposit them in school libraries, the packs of cards are available on the web and a back-up version. They both, the outcomes and the outputs were disseminated at the final closing event in CR and are being disseminated on the schools’ and project websites, eTwinning and Erasmus+ dissemination platforms. To maintain its sustainability we will continue to offer these products to reach a wider audience outside the partnership through free open access after the project ended. For a good quality of dissemination and exploitation of the project we were monitoring continuously the implementation and the impact of the project’s outcomes very closely. All the activities had measurable and realistic objectives and adhered to the timetable and the deadlines. We used and recorded qualitative and quantitative indicators to monitor all aspects of the project. We used pupils, teachers, and families’ voice through feedback questionnaires and reviews of stakeholders. In the framework of the project we agreed on flexible changing the timetable for physical and virtual meetings between the project coordinators and among the core teams of participants at local level where impact was monitored. The required official reports and post mobility progress reports were made. The management team on the course of action was being informed to ensure maximum visibility of the project and enhance the quality of dissemination and exploitation of the results.The obvious students language command improvement as well as the IT skills was recorded.

"The participating schools aim to educate their students to become active citizens with the skills required to seize the opportunities the future may bring in two high profile areas among the STEM, robotics and biotechnology subjects.For the above reasons the project raises the following objectives: 1. To educate in science and technology as one of the basis to access employment and social inclusion. 2. To involve students in their own learning and promote a non-formal, personalised and cooperative learning taking the advantage of the accessibility to open educational resources generated in the website. 3. To improve the students' competences, mainly in communication and science-technology. 4. To promote equity, social cohesion and active citizenship. 5. To encourage the cooperation among European countries to improve the cultural dialogue, increase the employability and extend the range of job opportunities. 6. To increase creativity and innovation, including entrepreneurship, at all levels of education and training. 7. To provide the students with innovative learning approaches which involve them directly, thus favouring an active participation in the common problem-solving process.We have worked with national and international teams of students from Italy, Netherland, Lithuania and Spain, to solve challenges related to robotics and design instrumental for biotech laboratory.To reach these goals, we have carried out training activities and visits to research centers in different countries. We have also invited specialists in each subject to receive specific training.The tangible results of the project are included in four of the main topics of ""BeMaker @ School"":1. Robobo. Robot programing through challenge-based learning.2. Design. Learning in 3D design following the Design Method.3. Biomaker. Design, manufacture and assembly of instruments for a biotechnology laboratory.4. Practices. Performing laboratory practices (microalgae culture and electrophoresis), following the inquiry based learning method with the material developed.The intangible results would be included in the other two big topics of the project:5. Erasmus Experiences. All those competences provided by the Erasmus project.6. Unexpected experiences. Those experiences not proposed in the project, which have exceeded our expectations and have let to reach new intangible results.These results have an impact on students, teachers and participating schools thanks to training in innovative practices with teaching methodologies adapted to the acquisition of new skills required for the citizen of the future. The impact at local, national and international level is reflected in the participation of students in congresses and science fairs and teachers teaching in teacher-training activities, conferences, courses, workshops and publication in specialized magazines and web pages.The benefits for each other are known. Schools have been able to include new methodologies and practices in their subjects. In addition, two of our schools have been invited to participate in a KA201 project of the University of A Coruña on robotics and Artificial Intelligence and three of our schools will participate in a KA229 project for the development of high level instrumental for biotechnology. To summarize. An international network of university teachers, secondary school teachers, researchers and fablab technicians has been created and this net allows schools to be an important player in the future maker movement.You can follow this project on:-Webpage. http://bemakeratschool.com/-e-Twinning. https://live.etwinning.net/projects/project/165118- ViSHub. http://vishub.org/users/erasmus-david-bujan"