All files relevant to this project including, CVs, timesheets, Intellectual Outputs, Quality and Dissemination reports are provided as part of the present report in the following link: - http://repository.erasmusplus.website/SG/Final_Report/- Username: evaluator- Password: Evaluator101!The study of Astronomy is an important experience which has far-reaching implications for many curricular areas. “Astronomy literacy” implies not only knowledge and understanding of the Earth and its interaction with other celestial objects, but also an understanding of the scientific processes used to produce those concepts. The project SpaceGuardians has developed an innovative pedagogy for improving Astronomy Literacy of children (3 to 6 years old) and for raising their interest over STEM (science, technology, engineering and mathematics), through two interactive learning eBooks:'The Moon was Stolen' (https://spaceguardians.eu/interactive-book) and; ('Is There Anybody Out There' https://spaceguardians.eu/interactive-book-2). The purpose of these eBooks are to spark an interest in STEM (science, technology, engineering and mathematics) in children from a very young age. During the project we took into consideration the need to incorporate:• A framework for Astronomy education that the partnership will specifically develop for pre-school level.• Good practices of storytelling and interactive stories, specifically for this age group.• The need to appeal to both boys and girls.The eBooks integrate interactive features, mini-games, puzzles and elements that move while reading.The eBooks incorporate voice over in all languages so they can be read individually by any child. However, if a parent or a teacher wants to read the stories to the children we have developed a Facilitators Guide (FG) that they can read before hand. The FG was developed to maximise the learning opportunities provided by the eBooks and it includes information about how the eBooks should be used, topics for reflection with the children and exercises and activities that you can play in the class room or at home. Through the eBooks and raising awareness towards the importance of Astronomy Education at various levels. Moreover, the project SpaceGuardians delivers: • 2 Interactive eBooks in 4 languages; English, French, Greek and Portuguese (including voice over) • Training programme for teachers, trainers and parents on how to use the SpaceGuardians eBook and the Facilitator’s Guide • Pilot training involving teachers and children to test the SpaceGuardians methodology (Interactive eBook and Facilitator’s Guide) • Promotional Video • Website on Astronomy Education with a repository of the materials produced in the project and a FaceBook page that can be a meeting point for people involved or interested in the topic. • Sustainability Strategy that presents the guidelines for the future exploitation of results and to ensure the future impact of the project. • Project presentation in events, in the partner countries and others. This initiative gathers 5 participants: • Civic Computing is a digital strategy agency with vast expertise in the development of bespoke applications and tools that is investing in new services for educational publishers and in children's books • Advancis (Portugal): private company that provides consultancy and training services in Education and People Development, with competences in curricula development, storytelling in education, ICT based learning methodologies, among others • BOON (Portugal): private company that provides services in design and illustration. • Platon schools (Kindergarten – Elementary – Gymnasium – Lyceum) is a modern educational institution with 530 learners and 83 staff. • Laboratoire d’Astrophysique de Marseille is a joint research unit of the CNRS-INSU and of the Université d'Aix-Marseille (AMU), that undertakes research in astrophysics and instrumentation.

"Natural disasters constitute a global phenomenon and they concern everyone on our planet. Since the problem very often affects EU countries (climate change and natural disasters have no borders) there is a significant positive impact in carrying out the work at all levels, local, national, regional and European level. Fires, floods, earthquakes and landslides are natural phenomena that have concerned humanity throughout the history. Environmental deterioration and pollution as well as other -man made- factors have helped turn these physical phenomena into disasters and the consequences do not only affect infrastructure and property but they cause massive loss of human life. Children, especially infants and the disabled, being one of the most vulnerable social groups when faced with a natural threat or disaster, have a right to live in safety thus it is the duty of authorities, institutions, communities, families and schools to provide them with adequate protection as well as with proper knowledge and skills to tackle such difficult situations. However, there is one more serious reason apart from children's natural fragility and vulnerability because of low age: the children of today are the adults of tomorrow thus the consortium clearly considers that disaster risk reduction begins at school, and to make this a reality we need to integrate awareness about natural phenomena and emergency preparedness into the school curriculum in a playful and engaging manner.Disaster risk reduction and emergency preparedness can be ensured first of all through prevention, namely the design and construction of safe schools, the reinforcement and maintenance of school infrastructure, the development of school safety plans, adaptations for disabled access and so forth. However the context calls for integration of more actions such as: • developing a “prevention culture” through both actions and attitudes.• ensuring the right to education in matters of risk reduction, emergency preparedness and in actual disaster situations.• bringing the wider community together to participate in school activities;• informing families and the community of the threats and encouraging them to take preventive measures• a better understanding of the effects humans have on the earth as well as natural phenomenaIn addition, teacher's knowledge and competences and the quality of children's education are also issues that extend past national boarders in a connected Europe. This is also a direct result of the challenges that the EU27 face to adapt to within the current fast changing technological environment, one of which is the need for a more inclusive and efficient education and training. As such, it requires a European-level approach to provide also the opportunity for all European educators to benefit by increasing their knowledge of ICT technologies and tools, serious games and their use in education and training, especially in relation to children. The rAn solution targets the European education and training community as a whole by fostering the enhancement of the proposed curriculum and tools. In primary education, for instance, a core concern is when and how to introduce such issues. This decision is important in order not to frighten children and young people, but to empower them to understand, critically engage with and tackle environmental change and natural phenomena. Educators at all levels will also need support and training to deliver quality education about complex, climate related topics in ways which are both relevant to local environmental, social and political contexts, and which meet wider educational targets (e.g. literacy, numeracy, citizenship). The rAn project mainly aims to develop:• A “natural disasters awareness kit” and a serious game that promote awareness of young people in the field of natural disasters and measures, tools and practices for either predicting/preventing or facing hazardous situations.• Learning methodologies and best practices that promote ""hands-on"" experiential learning scenarios, critical thinking and problem based learning. Such methods draw their content from real-world practices and needs, promote knowledge abstraction, encourage the deployment of state of the art technological tools and methods. They tend to foster the creation of concrete representations for a plethora of science concepts (coding, , mathematics, mechanics etc.) through active role playing.• Learning scenarios and puzzles that encourage either Computational Thinking (Coding, IoT) principles and processes as well as ""smart"", modern and responsible solutions for the aforementioned problem(s) in a digital environment• An active community of practice for teachers that will be interested in disseminating the aforementioned concepts, tools and practices among stakeholders that come from the field of education."

"The documents referred to in this report are available in the document repository:-http://repository.erasmusplus.website/Actife/Final_Report/-Username: evaluator-Password: Evaluator101!The central aim of the ACTiFE project was to use coding, computational thinking and ""Internet of Things"" (IoT) related processes in the Agri-Technology and Food sector to improve the creativity, employability, and entrepreneurialism of adults and young people at risk of long-term unemployment or social exclusion. The project was run with this in mind, but also in a context of a swiftly changing economy and society. Increasingly, innovative technologies are not confined to the tech sector, even for industries seen as traditional, such as agriculture. As such, it is more important than ever that the unemployed of every stripe – but in particular the long-term unemployed – gain STEM skills in areas such as coding, computational thinking, and IoT. Significantly, however, employers and industries have expressed concerns that these skills are not ubiquitous enough for their needs. It is in this context that ACTiFE has sought to build a series of tools and deliverables that will raise both awareness of and interest in coding, computational thinking, and IoTwith a particular focus on the Agri-Technology and Food sector. The project achieved these aims mainly through the development of a serious game and its supporting documents, which deliver the knowledge in an engaging way. In order to create these deliverables, the project focused on three central intellectual outputs (IOs), each of which focused on a particular set of results. IO2 was the first, and focused on the Learning Methodologies Framework as an initial preparatory research phase before the creation of the game itself:-A1: Stakeholder mapping-A2: The current status quo in linking Coding and Computational Thinking to innovative entrepreneurial practices in Adult education-A3: Current trends in the deployment of serious games in Adult education-A4: Learning requirements for preparing adult learners to effectively adopt Computational Thinking and Coding as necessary tools to set up and successfully deliver entrepreneurial plans.-A5: Skill development requirements for Adult education instructors on deploying ICT, and specifically serious games and simulations, towards preparing students to enter the world of work-A6: A collaborative, agile learning framework for promoting ""smart"" entrepreneurial"" practices in adult education activities.The second IO was IO3, which was centred around building the game:-A1: The ACTiFE serious game design for exposing adult learners to Coding processes, IoT and ""smart entrepreneurship in the field of Food and Agriculture industry.-A2: Software development of the ACTiFE serious game for building experience with industrial processes in the field of adult education.The final IO was IO4, in which the consortium created a number of supporting documents and deliverables to the game: - A1: Collection of learning sheets targeting educators - A2 User guide on the ACTiFE serious game - A3: Good practice guidelines in multimedia form aiming at enhancing instructor capacity to deploy the proposed serious game.As can be inferred from this, the results of the project therefore took the form of:-A learning methodologies framework-A serious game-Learning sheets related to the game’s content for use by educators-A user guide to the serious game-Good practice videosUnfortunately, as funding for the project’s piloting was cut, there was minimal time or resources for the consortium to undertake this as fully as hoped, but evaluations of project results were nevertheless undertaken. Only 10 participants took part in this activity, but the multiplier events that partners undertook captured a much broader audience. The four partners that held these events managed to get 204 participants, with feedback indicating that they would recommend the game and its supporting tools to a wider audience. Partners generally tried to ensure that the project’s target audience was being captured in these activities – namely teachers and other educators, particularly where possible those involved in adult education – but also the general public and other adults in education or unemployment.When added to the project dissemination figures – an impressive 86,817 people reached – we get a sense of the project’s broader impact. The above project results have been successfully promoted to thousands of people, many in the target audience who, as our feedback from multiplier events and evaluations shows, do feel largely positive about those results, their quality, and their potential. When combined with the project website that will continue to host project information and results after the project’s closure, and the potential for the Learning Methodologies Framework as basis for a body of research, it is clear that ACTiFE has had a significant impact that may well continue after it ends."

CONTEXTIn a recent OECD survey [oecdedutoday.com/succeeding-with-resilience-lessons-for-schools/], covering 25 European countries, almost all countries report shortfalls of skills that teachers need in order to meet school needs, combined with difficulties in updating teachers’ skills. However, digitisation is expected to profoundly change the way we learn and work. Many children entering school today are likely to end up working in jobs that do not yet exist. Preparing students for these uncharted territories means that we not only have to make sure that they have the right technical capabilities but that we have to strengthen their emotional and social skills. Resilience, the individual capacity to overcome adverse circumstances and use them as sources for personal development, lies at the core of being able to successfully adapt to change and thus actively engage with our digital world. At the same time we need to acknowledge Internet addiction and behaviours at risk of IAB (Internet Addiction Behaviour) as emerging problems for our youth [https://wb.md/3b9XWii]. A STEM approach bridging physical computing with environmental consciousness while focusing on off-screen collaborative activities is an excellent way of improving technical capabilities while strengthening emotional and social skills. OBJECTIVESTEM4CLIM8 has as primary objective to produce approaches and tools to help those working with children reach out to them with a view to help them engage with programming and develop STEM related skills. It aims to achieve this not by increasing screen time but by encouraging hands on play through the creation of a custom virtual world using Minecraft modding and the execution of missions dealing with natural disasters and using physical computing blocks which will be programmed to interact with the virtual world through the Raspberry GPIO. The missions will reveal the science behind natural phenomena frequently associated to climate change and inspire environmental consciousness while at the same time enhance STEM skills. PARTICIPANTSA school parents association, a university, a company offering bespoke software, a technical consultancy specialising in physical computing, a knowledge dissemination company with focus on gamification and a science NGO. ACTIVITIESThe main objective will be achieved through the following activities:- Design, build and configure a DIY console based on the Raspberry Pi Single Board Computer. Under the guidance of the partners, teachers will build themselves the consoles to use with the help of a blueprint. - Assemble and use physical computing blocks and provide deliver a guide for their assembly, programing and use with the Raspberry GPIO for interacting with a custom virtual world created in Minecraft through modding- Connect the physical computing blocks to the GPIO and interact with the virtual world to complete missions with educational objectives relative to STEM and civic protection- Elaborate Lesson Plans for using all outcomes in the classroom - Provide a knowledge dissemination portal to access the project content- Use all the results in real conditions during the piloting period and provide feedback on all results- Create and manage the STEM4CLIM8 Club virtual space and supporting infrastructure. Participating teachers will help shape the Club as initial users and based on their feedback the final version of the Club will be launched to the general public.METHODOLOGYAn iterative methodology: three versions of the results are produced, one in each iteration. After each iteration the results are tested/validated and based on the conclusions the next iteration is planned.RESULTSDIY console and physical computing blocks, a project made Minecraft world, guides for assembling the console and physical blocks, connecting them to the console and programming them to interact with the virtual world, a set of educational missions to be executed in the virtual world through interactions with the physical blocks, lesson plans for using all results in the classroom, a knowledge dissemination portal providing access to all content and a virtual club space supporting the use of the project resultsTARGET GROUPIn the life of the project: professionals working with children (mainly 10 - 14 years). Apart from these direct target groups, the beneficiaries comprise also indirect target groups such as schools, children's/parents associations and organisations, policy makers and educational stakeholders deciding about subjects covered by school curricula, parents, content developers, etc. After the life of the project and subject to the delivery of concrete results, more target groups become relevant, such as companies active in educational technology, universities with pedagogical/engineering departments, educational bodies, STEM toys manufacturers.BENEFITImprove digital skills of teachers/children and prepare them for the advent of IoT, Industry 4.0

CONTEXTThe internet has become an integral part of children and young people’s lives. However, the increased time spent online is prompting questions about whether they are in control of their internet usage and if they are aware of the side effects and the causes of the maladaptive behaviours related to excessive Internet use. Even if youngsters are not addicted, recent European research analysis has shown that it is not always or not only the time spent online that makes internet use problematic and ‘excessive’, but the impact of internet use on what might be called a ‘balanced life’. Excessive online exposure may affect physical health, children’s ability to stay focused leading to poor school or academic performance negatively impacts their emotional well-being and it may also be related to lower empathy and social well-being or abstention from physical and offline social interactions.OBJECTIVEGameOFF has as primary objective to produce approaches and tools to help those working with young people reach out to them with a view to help them adopt a balanced approach to technology use by gaining a deeper understanding and interpretation of causes, risks, and effects of constant online commitment and by identifying and reacting to addictive formulas.PARTNERSThe partnership consists of a company offering bespoke software development services to governmental agencies and private companies (P5-CIVIC), a university (P4-NTU) specialising in Internet Addiction related problems, a technical and training consulting SME (P3-AKNOW), and 3 training organisations (P1-E-Juniors, P2-INNOHUB, P6- RightChallegne)ACTIVITIESThe main objective will be achieved through the following activities leading to concrete results:- Elaborate and validate a training approach to train youngsters on the identification and interpretation of causes, risks, and effects of constant online commitment based on personalised user profiles- Design and develop a serious game based on the training approach which will be used by trainers to support the young trainees in their journey towards screen time moderation.- Design campaigns to raise awareness of the importance of a balanced approach to media and technology.- Reach out to youth trainers and youth organisations with the aim of increasing smart and thoughtful and focused use of technology - Develop and test a set of 'best practices' & recommendations.METHODOLOGYAn iterative methodology under which three versions of results will be produced in three iterations. After each iteration, the results will be validated in workshops with teachers and children and based on the conclusions the next iteration will be planned.RESULTS- 5 country reports on the state of play in the participant countries- A Training methodology for youth trainers to engage in a learning dialogue with youngsters about IAB- A serious game to empower young people - Online Resources under creative commons license.- Publications, conferences, promotional videos, online campaigns, and recommendations programme.TARGET GROUPThe direct target groups in the life of the project comprise young people (16-25) and youth trainers. Apart from these direct target groups, the beneficiaries comprise also indirect target groups such as youth organisations, parents, youth's associations, policymakers and educational stakeholders. After the life of the project and subject to the delivery of concrete results, more target groups become relevant, such as commercial organisations producing serious games and universities with pedagogical departments.BENEFITSEmbracing a balanced approach to media and technology by youngsters includes thoughtful and intentional uses of media and technology, prioritization of focusing on a single task and not multitasking in educational, work, or social contexts, and recognition of the importance of face-to-face communication, in addition to online communication, in supporting rich social relationships.