The project builds on previous work on mobile learning technology in education. The expertise developed through the MTTEP project (http://mttep.eu) has provided a strong foundation for the project and the key leader of the MTTEP project, Dr. Kevin Burden (University of Hull, UK) has contributed as the expert throughout the Moltam-project. Originally we applied Erasmus+ funding for four partners, but the UK partner Kelvin Hall School did not receive funding and eventually dropped out of the project and we became three partners: Wildermuth-Gymnasium Tübingen, Germany with Michael Reder as contact person, Colegio Santa Maria Marianistas Valencia, Spain with Pedro Barrientos-Pérez as contact person and Metis vgs Bergen, Norway with Anbjørg Igland as coordinator of the project. The purpose of the project has been to develop teacher expertise in the use of mobile learning to support formative assessment. Together the partners have explored good practice, using various mobile learning tools to develop teacher expertise which in turn has supported student progress. The objective for the project has been to provide practicing teachers opportunities to learn about and work with mobile learning tools within their day-to-day teaching. The project has provided opportunities for guided, hands-on training through three teacher training activities, the first at the LTT in Tübingen 19/2-22/2 2018, the second in Valencia 5/11-8/11 2018 and the third in Bergen 13/5-16/5 2019. Moreover, the project has allowed teachers to explore the potential of guided learning through digital devices outside the classroom, allowing them to strengthen student-teacher dialogue beyond traditional teaching and learning situations. The iPac model, developed by Dr Kevin Burden and teacher educators and academics at the University of Technology, Sidney (Australia), has served has the key pedagogical framework for the Moltam project. The purpose of the iPac model is to give teachers diagnostic feedback of mobile learning activities, the level of authenticity, personalisation, collaboration etc. Based on the iPac, the partners have established a common framework for case studies and formative assessment. At the initially stage, we trialed the app Socrative (Socrative.com) to be used for peer-to peer assessment. This app enabled students and teachers to assess each other´s work by immediate feedback. However, we realized we needed more knowledge about how to relate the iPac model to formative assessment, something that had not been explored in the MTTEP project. Since Metis was responsible for the iPac model, we invited Dr. Kevin Burden to Bergen to hold a workshop for us 2/5 2019. The topic was iPac and formative assessment and how we create meaning with mobile technology. Our colleagues from Høgskulen på Vestlandet (former partners in the MTTEP project) also joined us. Later on 15/10 2019 we invited Rebecca Kelly to Metis (Ph.D student of Kevin Burden), whose Ph.D thesis is about the iPac and formative assessment and from her we also gained useful knowledge to share with our German and Spanish partners. Dr. Kevin Burden and Rebecca Kelly joined us at the TN in Valencia 5/11 2019. This workshop allowed our Spanish and German partners to become more familiar with the iPac framework, how it can support formative assessment and learning outside the classroom.The potential to share the findings of the project has been important. At our first LTT in Tübingen, our German partners arranged an in-service-teacher event at the University of Tübingen, where practicing teachers from different schools as well as students from the university attended the workshop to learn about mobile learning. Moreover, at the LTT in Valencia, all the teachers from the partner school were invited to a hands-on mobile learning workshop and at the LTT in Bergen May 2019, the teachers from Metis attended a hands-on mobile learning workshop. As for publications, the Spanish partners have published articles about the project on a Spanish educational platform (see link padlet Project Results platform) and Metis has an agreement with Lektorbladet to publish an article about the project after the final report has been submitted. The Spanish partner has created their own Erasmus+ folder on their school´s website with information about the Moltam-project (http://www.marianistasalboraya.es/?s=Erasmus%2B) and on the Metis website we have a folder for Erasmus+ projects with information about the project in both Norwegian and English (https://www.metis.no/vgs/bergen/info/erasmus). We have also created our own Moltam website (http://moltam.eu). This helps to spread information about the project to students and parents and other people, nationally and transnationally, who are interested in getting in touch with us. The eTwinning platform has been used to share documents and results on Twinspace so that there is evidence of our project and our results and reflections can be reached by other colleagues within the eTwinning platform.

At the heart of this project is the belief that mobile technology presents an opportunity to create value, improve environmental education and make a genuine impact on teachers and students. Wireless education technologies allow learning to expand beyond the four walls of the classroom and the hours of the school day, so teachers can gain flexibility in how they use precious classroom minutes and how they motivate and challenge their students. In this way we believe that this project can have a genuine impact on students, teachers and communities’ environmental awareness. The specific objectives of the project are: 1) To use mobile technologies to transform environmental education2) To enable teachers to plan and carry out learning activities which integrate mobile technologies into their pedagogies, through the specific lens of environmental issues3) To disseminate more widely the activities and approaches that exemplify how mobile learning technologies can be used to upgrade students’ learning abilities during educational activitiesThe topic of environment and sustainability lends itself to mobile learning applications, as it is an authentic problem with which pupils can engage on a broad subject level. In this project, four schools will collaborate, focusing on environmental issues and using mobile learning applications. Multiple lines of enquiry will be applied, such as political issues, economic issues, social issues and natural scientific issues. The planned activities consist of local activities in the form of case studies, in four stages over two years and four LTT events, which mark the progression of the four stages. The case studies apply a consistent approach across nationalities, in which students become environmental auditors and use mobile technology. The benefits for the project align with three EU horizontal goals:1) Environmental and climate goals2) Innovative practices in a digital era3) Common values, civic engagement and participationThe project aims to address these EU horizontal goals by using innovative mobile learning approaches, so that students become true factors of change - reducing energy use and waste, understanding the key environmental issues in their locality, consuming sustainable food and considering mobility choices. Thus the project aims to enable behavioural changes not only for the students but also for their families, teachers, and all the public that may be in contact with the development and/or results of the project. The project’s focus on mobile learning methods and tools for teaching, training, learning and assessment are clearly drivers of improvements in digital competence. Finally, the project will support the active citizenship necessary to raise awareness about the importance of the topic and the collaborative action among the partner schools, which means a development of social and intercultural competences associated with working together from different parts of Europe.This project is intended to have both tangible and intangible results, producing digital artefacts (YouTube channel, project website, blogs, eTwinning workspace and Social media presences) and to transform environmental education through challenging and changing habits and attitudes towards mobile learning. Our target groups for dissemination are:Students, Teachers and trainee teachers, families and local communities.Students will be the agents of sustainable change, gaining new environmental knowledge, intrinsically linked to their local geographical and community contexts. In this way, the work will be embedded in families and the local community. Our project educators will have sustainable skills and knowledge from applying our exercises of integrating mobile apps in environmental education and in-service and pre-service teachers will take part in workshops organized by project members. At a national and international level, the outcomes will be disseminated in teachers’ workshops. Participating educators will also disseminate the results of the project nationally in magazines and sites for educators, Twitter and Facebook groups. At a European level, each partner will be responsible for the creation and upkeep of one instrument. Metis will be responsible for the project magazine. Santa Maria Marianistas will be responsible for the eTwinning account, while Liceo Statale will be responsible for the Instagram account and the Facebook page. Geniko Lykeio Aigiou will be responsible for the project website and project YouTube Channel. After our last LTT we intend to prepare an Erasmus application for the following year. In this way the project will ensure impact after the KA229-project funding.

Youth Citizens for Change: developing environmental activism in young people through creative digital citizen inquiry ContextMany young people feel their generation is under pressure to solve environmental issues but do not believe they are well-enough prepared to make a difference (Young, 2019). Most educators also feel they lack the necessary understanding and skills to teach about environmental issues (UKSN/OXFAM, 2019). This project addresses both of these concerns using an innovative approach called Citizen Inquiry (CI). Ultimately, the project aims to establish a youth-led CI network which can mainstream the exemplary activities of this pilot project. AimsThe project aims to develop the environmental agency of hard to reach young people through creative youth-led citizen inquiry activities that encourage dialogue at a local level but also help to influence policymakers more widely. Objectives1. Inspire interest and enthusiasm of young people in environmental issues and concerns 2. Develop young people's practical skills and abilities to undertake a local environmental investigation using CI methodologies 3. Increase young peoples’ capacity to influence decision-makers about environmental issues through the use of creative/digital technologies 4. Establish a European wide citizen inquiry youth network led and maintained by young people 5. Equip teachers/ youth workers with the skills and knowledge to utilise citizen inquiry pedagogy effectively with hard to reach young people ParticipantsThe partners include schools in Norway, Germany and Spain, a youth organisation and a university in the UK. Participants will be 40 young people aged between 14-19. Additionally, a group of university interns, drawn from creative arts and media disciplines, will be recruited to support the young people. Each partner has identified five educators who will be involved in the project. ActivitiesYoung people will carry out a creative CI project which focuses on an area of environmental concern specific to their area. They will be encouraged to explore their local history, topography and demography through liaising with local creative and cultural organisations and devising creative digital responses (i.e. an app, games, eBooks etc) to publicise these concerns. The young people and their facilitators will also establish a European wide youth-led CI network.MethodologyThe project will focus on using participatory youth work methods to support young people to develop youth-led creative CI with a special focus on the use of digital and creative tools to enhance and develop their skills and employability.Results1. Young people will have undertaken an individual CI project in their own locality to investigate an issue of environmental concerns to them (IO1). 2. Creation of digital artefacts that can be used as teaching resources and campaign tools in and beyond the project (IO2/IO5)3. Creation of a European wide youth CI network (IO4), enabling young people to share/create resources and lobby decision-makers across Europe. 4. Online course for teachers and youth workers to help them understand and implement youth-led CI initiatives in their own contexts (IO3).5. A number of different promotion campaigns to enable sustainability beyond the project (IO5)The processes and outcomes will be carefully evaluated and this plus other data will feed at least two research papers (part of IO5) plus conference presentations and poster sessions. Impact:1. Development of new interdisciplinary youth-led CI methodologies2. Development of the practical skills required for facilitating creative citizen inquiry3. Development of ‘soft skills’ including communication and interpersonal skills4. Deeper understanding of environmental issues. Potential long term benefits1. International youth environmental network2. Links for building further projects between schools and youth organisations3. Bolstering of creative industries through upskilling future employees (via interns)References:Burden, K., Dean, C., James, F. & Wurzel, R. (2020) Engaging Young People in the Circular Plastics Economy using Citizen Inquiry Available at: https://www.ukcpn.co.uk/wp-content/uploads/2020/08/PRIF-Conference-Brochure-Final-1.pdfYoung, S. (2019) 80% of teens feel under pressure to save the planet but aren’t learning how. Accessed online on 02/10/20 at https://www.independent.co.uk/life-style/teenagers-save-planet-world-environment-day-2019-climate-change-plastic-pollution-protest-a8945131.htmlUKSCN / Oxfam teachers survey (May 2019)