Designing the Future Project Update – December 2022

The world’s first text message was sent in December 1992. It’s a technology that most of us don’t raise an eyebrow about, it almost feels like we’ve always been able to use our phones to send text messages.

Would you be surprised if we told you that a patent for 3D printers was already granted in 1986 and that the first commercial 3D printers were released already in 1987 – 1988?

Although commercial use existed in the late 80s, the accessibility in our curricula nowadays is not at the level we wished. Of course, development has come a long way in terms of the specific areas of use and the teachers in these subjects have a high level of knowledge and ability to teach them. But when it comes to other areas such as languages or humanities subjects, there are many teachers who need more knowledge in both programming and 3D printing to be able to incorporate new  technologies into lessons.

The partners within this EU project are Szkoła Podstawowa z Oddziałami Integracyjnymi nr 12 from Poland, Ozel Yedisu Mesleki ve Teknik Anadolu Lisesi from Türkiye, MULTI-ACT STD from Türkiye, Narva Soldino Gümnasium from Estonia, Lusófona University – COFAC from Portugal, CIAPE from Italy and Learnmera Oy from Finland. 

Our project aims to reduce this knowledge gap for teachers, students, and other stakeholders, regardless of subject area. This will be explored through extensive Learning Teaching Training Activities (LTTAs) and the experiences & knowledge will be shared on multiplier events and other activities. 

The project will generate a training program based on the Scratch and Tinkercad programming languages as well as an Ebook that will contain all the activities that have been carried out in the LTTAs and virtual meetings. The result will also increase the digital literacy and readiness which is also very important to reach our end result of the project. 

As teachers, we are not necessarily at the highest level of digital skills, but we want to ensure that – through the project – we also help to improve every participants’ digital literacy in one way or another.

Our first LTTA took place in November at the Lusófona University in Lisbon. We all got our first opportunity to meet as partners in person and not least to familiarise ourselves with the technology and programming required to be able to use 3D. 

It was at the same time an overwhelming experience for us with slightly poorer digital knowledge, but above all both important and very interesting. We had the most amazing opportunity to follow the process from programming, creating a 3D model in a program, to actually seeing it printed.

En bild som visar text, elektronik, visa, skärmbild

Automatiskt genererad beskrivning

En bild som visar inomhus

Automatiskt genererad beskrivning

Our next LTTA will take place in Turkey in December and in Italy in January, and we are all looking forward to some new challenges in the digital world.Interested to learn more about the project?
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E-Safety – LTTA in Valladolid

On 21.11.2022, the first LTTA meeting began in Valladolid, Spain. 

For 5 days, all the project partners met and together participated in various activities aimed to pass on the message of what the E-safety project is for, with one of the main target groups, the students. 

The CIEP El Peral school, coordinator of this project, prepared an excellent LTTA with numerous workshops on various topics, such as the presentation on Cyber Bullying made by the Finnish partner as well as internet security, carried out by the local police through a presentation made for the students, both activities had the opportunity to be featured in the local news, which provided this project with a wide spread in terms of dissemination. 

The Finnish partner also had the opportunity to present a learning resource tool, The Language Menu website for teachers, explaining to everyone present how it works and what they can do with all these tools available completely free of charge. 

The main target group of this project had the opportunity to know, participate and ask all the questions they wanted and obtained all the necessary answers of their doubts and curiosities, a radio program was made, on the pod-cast channel available at the school, where some of the students asked questions of the project partners and were able to provide a moment for satisfying their curiosities about the project partners in a fun way. They also had the opportunity to show all the project partners their work done for this project, in an extraordinary way and we are certain, all the partners will remember the efforts made by the students forever. 

The ceremony for delivering the certificates of this LTTA was something indescribable with words, all the students of the CIEP el Peral school gathered outside with flags symbolizing each of the countries present – Turkey, Italy, Spain and Finland and the anthems of each country were played. 

The event will be remembered for the hard work that all the students put in for weeks to create this ceremony and for the contagious joy with what they did! It was, without a doubt, a complete LTTA and full of initiatives that only prove that all the work done in the E-Safety project was passed on to everyone in a totally innovative way and also that how important the creation of these kinds of Erasmus + projects are for the participants, especially the children and other participants.

Digit & Learn Project Update – November 2022

The Digit & Learn project started in December 2021 with partners from Greece, Turkey, Romania, Lithuania, Italy and Finland.

The KA2 “Digit & Learn” partner consortium will support teachers and professors in a digital upskilling journey that enables them to exploit the potential of digital means and technologies.

The two day kick off meeting was held in Lithuania in February 2022. The presentation of the project and the work plan was discussed and agreed.  The hosts welcomed all partners to their country with a guided tour to Pakruojis and Manor Homestead and dinner at Traktierius Restaurant. A positive kick off meeting where partners had the opportunity to build relationships necessary to ensure the project runs smoothly and is a success.

The partners have held numerous online meetings since meeting in Lithuania. Over the last few months, they have completed an extensive report for the first output, by researching and concluding findings on current digital forms of teaching (digitalsation in the classroom). In addition to the report, the partners created a survey of which many teachers took part in, concluding 78% of teachers use some form of digital teaching methods in the classroom, however over 50% realise they have a medium amount of knowledge.

The partners have now finalised the training format and are working on outputs two and three.

Multi-I Project Update – November 2022

Multimodal Interaction and Information (Multi-I) is a 24-month strategic adult innovation partnership aimed at empowering trainers of adults and educators by equipping them with powerful instruments and methodologies aimed at integrating adult refugees through the creation of multimodal pedagogical literacy tools.  

The products we will obtain at the end of the project are as follows:

  1. Training Format for Trainers of Adult
  2. Multimodal Literacy Toolkit
  3. Web Platform

The kick off meeting was held by the coordinator in Maastricht, Netherlands in June, with other partners from Finland, Belgium, Bulgaria, Turkey and France in attendance.

The hosts welcomed all the partners, and presentations, tasks, responsibilities, deadlines and the time frame for the project were discussed.

The first LTTA also took place in October in Avignon, France. This was a great opportunity to test aspects of the curriculum that had been created as part of both output one and two. The curriculum consists of three modules (media literacy, digital story telling and drama), and activities from each module were tested.

One of the biggest challenges the partners faced was the level of a refugee’s English language and reading and writing skills.

At the end of the training, cultural sight seeing and building relationships over delicious French food, the participants gave great feedback on the lessons and activities. The partners will now make a few amendments ready for further training.

AR4EFL Project Update – November 2022

The 1st LTTA of the AR4EFL project took place in Nicosia, Cyprus 11th–13th July 2022. 

It was a great opportunity to test the lesson plans created by the partners, see how they work alongside the AR4EFL app, fix any technical issues and make any amendments to the lesson plans after testing. 

The trainers familiarised themselves with the project’s developed materials and used the AR app for the first time!

It was a great few days despite the heat! And great to see the lesson plans come to life and the reality of how well augmented reality can work in the classroom. As some of the trainers were not familiar with AR and the use of digital teaching, everyone felt positive and excited about the benefits of using the app in primary schools.

The second LTTA took place 26th-30th of September, 2022. The purpose of this LTTA was to test the finalised lesson plans on the trainers, and ensure all bugs and issues that were highlighted during the first LTTA had been rectified and the app work seamlessly with the lesson plans.

Throughout the week, the participants, teachers and educators took part in various workshops, where they had the opportunity to use the developed AR application and the lesson plans, as tools to design their own lessons. Moreover, they familiarised themselves with use of new technology in the classroom and acquired new skills required while teaching EFL to the new generation of digital natives.

The lesson plans form part of the handbook which both form part of the second output.

The AR app is in the final stages and the 18 month report is due in December.

Visit https://ar4efl.eu/ for more information.

Empowering Disadvantaged Women

Almost halfway through the project, which aims to increase the employability of disadvantaged women, we have created various employability modules. These modules will be available as open access online courses at a later stage of the project. Right now, the finished modules are being translated into all partner languages, i.e., Norwegian, Finnish, Turkish, Greek, and German. 

The modules finished so far are Basic patient and elderly care, Basic cookery, Child development and education and Agriculture activities as well as several Handicraft modules. The latter have been made based on traditional crafts from the respective partner countries, such as knitting, embroidery, marbling, and weaving.

We have also had two transnational meetings, the first in Molde, Norway and the second in Anamur, Türkiye and one Learning Teaching Training Activity in Trikala, Greece.

Pictures from the meeting in Türkiye
Pictures from the meeting in Türkiye
Pictures from the meeting in Greece
Pictures from the meeting in Greece

At these meetings, we not only had the opportunity to exchange experiences and knowledge and to drive the project in the right direction, but we also had the pleasure of taking part in each other’s cultures and gained a deeper understanding of each other within the group. Having said that, we all look forward to our next transnational meeting in March 2023 in Austria and in June 2023 in Germany. We are also happy to host the last transnational meeting in Finland in October 2023.

Are you also curious about what we do and how the project is progressing? Read more on our website and follow us on Facebook.

Re-Think / Re-Act

The Re-Think / Re-Act project started in February 2022, with partners from Portugal, Finland, Spain and Cyprus.

The partners first met at the first TPM which was held in Córdoba, Spain in April this year. This gave the partners the opportunity to discuss the project in detail, organise tasks and set deadlines for the duration of the project.

Re-Think / Re-Act focuses on the inclusion of secondary school students with adaptation difficulties in classroom due to poor training of soft skills, which, currently, supposes a real challenge for education systems, since they tend to focus their training on hard skills as a priority.

The partners will seek to respond to the horizontal priority of inclusion and diversity in all areas of education, training, youth and sports, as well as the priority sectorial of addressing disadvantages in terms of learning, early school dropout and insufficient master of basic skills. In this way, the needs of the students will be attended to to promote their personal development and, with it, a true inclusion, being able to accompany them in the search for their own talent and training them to adapt satisfactorily to their school, their community and the demands of society, including the acquisition of skills that allow them to know and integrate the soft skills.

Current progress:

IO1 – Together App (2Gapp)
An application for adequate teacher coordination that facilitates easy communication between the authorities responsible for the development of each student.

The Spanish coordinators are responsible for the management of this output. The app is currently in the creation stage and will be complete by March 2023.

IO2 – Rethinking for Schools (RFS)
An assessment tool for the inclusion of students that lack soft skills, giving guidelines and routes for improvement in educational work.

The responsible organisation for this output is Learnmera Oy, Finland. The content for this assessment tool has been created and is in the stages of finalisation. The development of the webspace is currently under development by the Cypriot partner.

IO3 – Re-Act Webspace (RAW)
An educational platform with motivational methodologies and resources to help educators support students in the best way possible.

The webspace is currently under development by UCY, Cyprus. Each partner is currently in the process of creating the video material. A timeline for the creation of the all content has been set for the near future.

IO4 – YOUDO
An interactive digital tool to encourage student motivation and make participation in activities to facilitate their development of soft skills more attractive.

YOUDO is a game aimed at students who need to understand and work on soft skills. As with the other outputs, this is also under development and will be complete by March 2023.

The next TPM will be held online in October 2022 where all partners will be present and every aspect of the project will be discussed, including the progress of the intellectual outputs, ensuring they are on track for completion March 2023.

Learn more about the project, and follow the projects progress. Follow on Facebook @projectrethinkreact and Instagram @rethinkreact_.

The project is financed by Erasmus+ KA2: 2021-1-ES01-KA220-SCH-000032542

ASSESS

The ASSESS project started in September 2019, with partners from Portugal, Finland, Spain, Turkey, Greece and Germany.

The project due to be completed in February 2022, has been given an extension of five months due to unpredicted delays as a consequence of the global pandemic.

The project is now in the final stages, and the web platform (The Online Exam Creator), developed to be an innovative platform hosting a range of learning tools for young EFL learners, brings a new approach to assessment. The project brings a new approach to assessment. Material such as flashcards with images and text, illustrated worksheets, exams, rubrics etc are available on the web portal, in the six partner languages, plus English.

The Online Exam creator not only allows teachers have access to the material created by the partners, but they will be able to produce their own exams and downloadable content specific to their needs.
The Online Exam Creator can be viewed here.
Project ASSESS will finish later this year, you can follow updates on the Facebook page and website.
The project is financed by Erasmus+ KA2: 2019-1-PT01-KA201-061275

Mental Health+

Mental Health+ helps vocational education and training (VET) organisations, as well as schools in general, become ‘mental health positive’ by ensuring that they adequately support the mental health of their students and staff. This is being achieved through the development of a series of resources that will help VET organisations improve their mental health provision.

Project end and official launch of the outputs
As the Mental Health+ Project comes to an end this month, we wanted to remind you that the resources produced during the project life cycle are free to access for all VET organisations, career guidance centres and other similar providers that are interested.

The first project output saw the development of:
• A MH+ Charter, which outlines the minimum requirements an organisation should adhere to in order to be mental health inclusive.
• An eBook, with country-specific information around mental health and best practices which you can incorporate into your organisation.
• A European report into mental health inclusion.

For the second output, the project partners produced the interactive Mental Health+ Benchmarking Tool based on the Charter. This allows you to determine how mental health inclusive your organisation is by answering a series of questions, and it offers advice on how you can improve your mental health inclusivity.

The digital Benchmarking Tool has been piloted by representatives of VET institutions, schools, colleges, career guidance centres and local authorities. We have also developed a Mental Health+ Champion Skills Profile which helps you develop and select a Mental Health lead. As this will be a requirement for all UK schools by 2025, now could be the perfect time to start assessing your mental health provision, and to dedicate a member of staff to lead on incorporating these changes.

Aspire-igen (UK) are the coordinators of this project with partners BFE from Bulgaria, CESIE from Italy, INTRAS Foundation from Spain, Learnmera from Finland and Hugarafl from Iceland.

To read more about the project partners, visit the project website.

To find out more, read our blog post and visit our website:
www.mentalhealthplus.eu

Transnational Meetings
We have held four transnational meetings that allowed us to discuss the progress of each output in detail and for us to planning of related events. Our first meeting took place in Valladolid, Spain and focused on the first output, as well as ensuring that everyone had the same understanding of the scope, aims and impacts of the project.

Our second, third and fourth meetings were also supposed to take place in person (in Iceland, Bulgaria and Italy), but were instead held online due to travel restrictions imposed in each of our countries due to COVID-19. The remote aspect had no bearing on the success of the meetings or the progress of the project and we finalised the first output documents, which can be found here, the Benchmarking Tool and the Skills Profile of the Mental Health Champion.

The project is financed by Erasmus+ KA2: 2019-1-UK01-KA202-062036

Use your time creatively

The project has had its online kick-off meeting, which has to put into motion tasks needing to be achieved for the project to reach its goal. The project aims to prepare a set of educational materials developing creativity for the target group being young parents.

The schedule has been set for the first in-person transnational project meeting in Poland in October 2021. There will also be training about astrophotography resulting in a tutorial video.

Dates for the following meetings have not been set and will be scheduled in Poland, considering CoVid restrictions.

Training in Egypt about documenting a personal story: the results will be online educational materials.

Training in Georgia on cultural heritage resulting in a toolkit for educators and parents.

Training in Greece about dance and choreography. The result will be online educational materials.

Learnmera will be responsible for the coordination of the international digital marketing of the project.

Additional obligations for all partners will be:

  • Translations of all material results into the partner languages.
  • Coordinating a Facebook page for the target group in the national languages of the partners.
  • Project promotion including social media and website.