"The project was called ""Digital Storytelling through Timelapse Videos"" and it provided a chance for groups of young people from three different European regions (in the Czech Republic, Finland and Spain) to meet, collaborate and create timelapse videos reflecting their experience and tell the stories of places and people they visited and encountered in an innovative - digital - way. The main objectives were to strenghten participants' motivation to master new skills in digital era, express themselves in a creative way, learn from their peers and teach them about their own regions and way of life, improve their English and support their understanding of needs of visually impaired citizens.The participants were students of secondary schools from the towns of Leppävirta (Finland), Prostějov (Czech Republic) and the city of Murcia (Spain) and their teachers. The students were aged 14 - 18 and were chosen based on their motivation, academic achievement, knowledge of the English langue and other special criteria connected to the project themes. Three international meetings - training activities (short-term student exchanges) took place, one in each partner's town. Each of these meetings was attended by 8 students and two supervising teachers (a project coordinator and a group leader) from each partner school.During the training activities (short-term student exchanges) the participants learnt how to make a timelapse video, got to know each other and the host school and region, learnt about its history, people who live there and used timelapse videos as a platform to tell their stories. Thus they learnt ""digital storytelling"". For the project management a sequential ""Waterfall"" methodology was used, all the steps were pre-planned and then carried out. When working with students, a large scale of methodological tools were used: lectures, demonstration lessons, moderated discussions, mindmapping, workshops, buzz groups or feedback sessions.The main result of the project is a set of 22 creative timelapse videos reflecting participants' experience they gained when visiting their host schools and regions. The videos are available from vimeo.com/showcase/5061907. Impact on participants include increased motivation of participants to learn new skills connected with digital era, improved intrapersonal and interpersonal skills and improved command of the English language. Long-term benefits for participating organizations are: having empoyees with better organizational and project management and implementation skills and raising the school to an European level."

"The french""Scandibérique""along the famous transeuropean bikeway Eurovelo3The « Scandibérique » from Northern to sourthern Europe through the French département « la Vienne » (mid-west France)EuroVelo 3The main goal of our project is to go biking on 3 different parts of the bike path EuroVelo 3 : one in Sweden, one in France and one in Spain. In the meantime we also aim at discovering the cultural and environmental context of each territory. This project will also be the means for the pupils to take up a big challenge.Along the journey the pupils will develop educational skills, transversal skills and psychosocial skills. The « Scandibérique » challenge will be met by pupils as long as they behave and adopt a positive attitude on the road as well as if they share with their penpals by talking and discovering their respective cultures and environments.The main psychosocial skills we aim at are :* Being responsible on the road (wearing the helmet, the yellow safety vest, respecting the traffic regulations…) : to educate to road safety and to adopt an appropriate behaviour on the road.* Being self-sufficient and living within a group (cooperate)* Being supportive with classmates in difficulty (helping with the backpacks, changing tubes…), packing the bags for the day to come (water, snacks, waterproof suits, pens, notebooks, spare tubes…)* Dealing with physical effort : developing endurance and team spirit ; skills that pupils will be able to later use in their schoolwork or daily life.* Being able to step out of one’s comfort zone and learning :-by communicating in English/French/Spanish with one’s penpal and exchanging with the other ones.-by discovering a territory and another culture and allowing the other to discover one’s own culture.* Developing self-esteem and self-confidence : the pupils will take this project as a challenge which will allow them to develop their ownself-worth at the end of the challenge.* Striving against sedentarity by developing the satisfaction of effort and the desire to surpass by bike.We plan three meetings : one in Sweden, one in France and one in Spain. Each partner will participate in the programme organized by the host country. Each host country will prepare the route on its part of EuroVelo 3. Each teacher in his own subject will prepare and work on different parts of the school programme in class with the pupils (cartography, physical training, studying of the environmental issues, translations and activities in target languages). Some virtual exchanges are planned via eTwinning, videoconferencing, emails… so that the penpals can get acquainted and start a cooperative work before the real meetings.Thus, one groups of 25 French pupils, their families and teachers will welcome their Spanish penpals in April 2020. Another group of 25 French pupils, their families and teachers will welcome their Swedish penpals in May 2020. Both French and Swedish or French and Spanish penpals will ride on a part of the EuroVelo 3 in Vienne (French department). The programme will include cultural and historical visits of Châtellerault (a town in Northern Vienne), the discovery of « la vallée de la Vienne » on the Vienne riverside and sport events linked to the environment of the site « Lathus Saint Rémy » in southern Vienne. The penpals will also spend some time in French families.In 2021 the French pupils will be able to discover their penpal’s country (either Sweden or Spain). They will cycle together on the Swedish/ Spainish part of the EuroVelo 3.In Spain they will visit Pamplona and its surroundings on the Pilgrims route down to Los Arcos. The pupils will also spend some time in the Spanish families.In Sweden they will visit Stenungsund and the surrounding shoreline, they will also discover fishing villages by the Swedish west coast, they will visit Gothenburg and also stay in Swedish families.Each part of the EuroVelo 3 will be approximately 150 km long, which constitutes the big challenge both for students and teachers."

The BEFORE AND AFTER - CULTURAL LANDSCAPES IN EUROPE project will address the topic of transformation of European cultural landscapes in the course of time, it will compare the situation now and in the past in four different European regions. The topic of cultural landscapes will be connected to several up-to-date sub-topics. We will try to answer the question “How do the following phenomena influence the landscape we live in?” The phenomena we will be focusing on being mainly: Hydroelectric power and other renewable energy sources, mining, traffic and infrastructure, agriculture but also visual pollution and some others. Our goal is to teach young people about their own region's past and make them understand it in the context of the common European space they share with their peers from different EU countries.This proposal is built on the ideas and results from the previous DIGITAL STORYTELLING THROUGH TIMELAPSE VIDEOS (Erasmus+ KA2, 2017 - 2019) project which was carried out by three partner schools (Czech, Finnish and Spanish) - all of them will continue their partnership in this new project and one more partner (Danish) will be added. Similarly to the first project about videos, the outcome and concrete results will be visual. The participants will create a gallery of BEFORE/AFTER photos which will compare different places, learn about their history and present. An example of such a photo comparison can be found here https://bit.ly/2TqUbiN.The participants of the project will be students of the four partner schools, aged 14 -18. There will be 4 international short term student exchanges (meetings), each of them hosted by a different partner school and attended by 3 groups of 5 students and 2 teachers from each partner school. It means that there will be up to 15 student mobilities from each school during the project. First, the participants will investigate in local archives and museums, where they will look for the BEFORE photos, old photos of places that no longer look like they did in the past. In the next step, they will interview local senior citizens about those places and their stories. And they will share the photos and stories with participants from other countries (TwinSpace will be used as a platform and a parallel eTwinning project will be started for this purpose). Then the second and the most important part of the project will take place – small groups of students (5 students and 2 teachers) will travel to other countries and, with the help of their peers, visit the places in person, see them with their own eyes, learn about their history, reflect on their current state, take the AFTER photos and create the BEFORE/AFTER comparisons with commentary.These participating young Europeans will gain new IT skills (taking and editing photos), meet their peers from four different European regions, learn about their history, listen to the stories of those places told by senior citizens, and see their own region in broader European perspective. The participants will deepen their understanding of cultural diversity in Europe through taking photographs of significant places connected with the project topics – in their home regions and abroad, thus will be able to compare the situation in different places in united Europe. As far as the project management is concerned, a traditional sequential methodology (Waterfall) will be used. It means that every step is to be pre-planned and laid out in the proper sequence, so that the project's advancement could be easily monitored. During the international student exchanges, various training activities are scheduled, these will use methodological tools like lectures, demonstration lessons, moderated discussions, mindmapping, workshops and buzz groups.The long term benefits for participating organizations will be in innovation of their teaching methods, deepening and strengthening the international ties of these organizations and development of professional and personal competences of the staff involved in the project.

The methodological framework “Flipped Classroom” was used as a basis for our product-oriented project. Students were encouraged to create short films, podcasts, presentations and websites. The creation process was documented as a Do-it-yourself-instruction enabling our students, their fellow classmates and future generations to reproduce their own results.Every partner country was an expert in showing other partner countries on how to create a digital product: Portugal showed the students how to use Scratch for programming their own games, Germany showed students how to use iMovie for short films, Italy used Glogster, Thinglink and Adobe spark to create presentations, Spain taught us how to create a website using word press and Poland created a workshop on how to plan and produce a podcast.The students were constantly encouraged and enabled to try out the various ICT-tools, to create a meaningful outcome and to save their knowledge in Do-it-yourself-instructions for future reference. The learners of our project and sub-projects learnt to be (a) responsible for their own learning process, (b) were independent and (c) creative. In between the LTTs, the project weeks conducted at the various partner schools, the students were constantly engaged in activities that helped them to prepare for a project week or deepen their newly gained knowlegde about ICT and culture and the respective country, e.g. (1) they desigend a logo which everybody could identify throughout the project with, (2) they created mind-maps about stereotypes, (3) they created short films about their schools, (4) they got engaged in internet safety activities and created anit-cyberbullying videos, comics and posters, (5) created presentations about their experiences in the various partner countries and many other products. Given the fact that intercultural working skills and digital learning will become more and more important - especially as we have seen during the pandemic periods and school lockdowns, our students are more confident now using digital tools. Students will benefit from this experience in their future school career as well as in their work life.

In the 2-year-long duration of the “Let’s take a CLIL L.E.A.P. – Limitless Employment Abroad Possibilities” project, all five enlisted partner schools have contributed and cooperated to achieve all the pre-set goals of the project. The differences among partner schools were noticeable and have also brought a sense of variety into the project, including not only the size and number of students, but also various teaching methods as well as social and financial background of the school. All the partners schools’ profiles can be seen on the website clil-leap.weebly.com, originally created by the Hungarian school. Furthermore, the database, magazines and all other materials created for the project are accessible there.The actual CLIL method was introduced to schools, which had had no prior experience. There were presentations, seminars discussions leading to successful implementation of the CLIL method. Schools with experience have shared their know-how among the group. The database of lesson plans using the method was created to show that all partner schools grasped the essentials of CLIL and encourage all potential interested teachers or schools to start as well. Afterwards, the CLIL method was used both within and outside of the project activities.Students in every partner school had the opportunity to communicate with foreign visitors when hosting the partner schools. They could also see the benefits of participating in a project on an international scale. They can read the project’s magazines and see for themselves how ordinary people live and work in different European countries. By using the CLIL method, they could test themselves and see how difficult it would be for them to study or work abroad using English. Students, who had been chosen to travel to a foreign country could get to know different educational systems, lifestyle and cultures. Additionally, they conducted the interviews, which enhanced their foreign-language skills and provided them with a chance to use a foreign language outside of the pre-defined, “artificial” situations that teachers create within lessons. At the end of each mobility, each of the participating students was asked to fill in a form, which was collected to evaluate the student’s experience and shown for others to see the benefits of participation.Every school organized an Erasmus Day. During that time, all available physical content and results of the project were displayed within the school halls and classrooms. It was thus made available to the public, including the parents, employees of local press and members of the city hall, who were naturally invited too.Even after the Erasmus Day, the partner schools will carry on using CLIL method within their curricula and hopefully they will continue taking part in Erasmus projects in the future, with students and teachers getting more and more experienced in organizing and taking part in them.