JUST ACTION – Teachers and students towards a sustainable transition

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JUST ACTION – TEACHERS AND STUDENTS TOWARDS A SUSTAINABLE TRANSITION

Action on Global Citizenship – empowering student voices for climate action at primary and post primary level

Project number: 2021-1-IE01-KA220-SCH-000031615

Lead Partner
Global Action Plan Ltd. (Ireland)

Programme
Erasmus+ Programme – KA2 Cooperation partnerships in school education, Call for Proposals 2021

Brief description
Action on Global Citizenship (AOGC) is a programme that aims to empower teachers in primary and secondary/high schools to engage their learners critically in the theme of climate action through a Global Citizenship Education (GCE) lens and to support learners in taking relevant, meaningful action to the climate issues they encounter.

The project stems from a growing awareness of the globalised and interconnected nature of climate action and the need for systemic change starting with young people, supporting the UN Sustainable Development Goals and Climate Action.

Creating the space for exploration within the school environment will enable students to actively engage in transforming the world around them for the better.

In this context, a partnership of environmental education organisations from the GAP International Network from Italy, Ireland, Spain and Norway have designed the Action on Global Citizenship programme to support the acquisition of knowledge (head), values & attitudes (hearts) and skills for action (hand) so learners can take appropriate actions to address climate and sustainability challenges.

Given the ability to reach a large number of learners and their influence as educators, the programme has a strong focus on supporting teachers.

Objectives
The overall project objective is to implement a sustainable, scalable Global Citizenship Education programme at primary and secondary that has been designed and piloted through a participatory design methodology and will reach teachers and learners across the programme countries.

Specific objectives of the programme are:

  • to provide appropriate educational resources for primary and secondary teachers and their students
  • to provide a training programme for teachers at both levels, supported by an online Resource and Learning Platform for teacher and student access
  • to make learners feel empowered to participate as an active global citizen and take action on climate and sustainability issues and challenges that matter to them most
  • to create greater opportunities for school to school collaboration via eTwinning
  • to grow, scale and sustain the programme through the regional education systems in each country, thus increasing access of the programme to schools, teachers and learners nationally and transnationally
  • to build capacity of the programme partners to manage the design life cycle of educational programmes

Activities 

  • Secondary School Action on Global Citizenship Programme: a toolkit that supports teachers in secondary schools to guide learners together in tackling local issues identified by learners that are related to the climate crisis and exploring them critically through a global lens and collectively creating meaningful actions and campaigns that address these issues. Included will be a student workbook that will support learners during the programme.
  • Primary School Action on Global Citizenship Programme: a toolkit that supports teachers in primary schools to guide learners together in tackling local issues identified by learners that are related to the climate crisis and exploring them critically through a global lens and collectively creating meaningful actions and campaigns that address these issues. Included will be a student workbook that will support learners during the programme.
  • Action on Global Citizenship Teacher Training Programme: the programme will support primary and secondary school teachers and give them the competencies to integrate the GCE programme in their teaching and learning practices. The deliverables for this output will be in the form of training materials (presentations, activity books, learning resources, support videos) and support documents for the programme such as learning outcome documents, lesson plans and administration forms.
  • Action on Global Citizenship Resource and Learning Online Platform: resource platform for schools to access a comprehensive repository of open education resources and learning materials that will support the teaching and learning process as they undertake the Action on Global Citizenship programme in their school. The platform will be multilingual in English, Spanish, Italian and Norwegian. Designed into the overall programme will be an emphasis on international school collaboration using eTwinning.

Expected outcomes 

  • The Action on Global Citizenship programme piloted in 8 primary and 8 secondary schools, with 32 teachers and up to 1000 learners
  • 200 teachers trained in Action on Global Citizenship training
  • 12,000 learners reached by the programme and connecting to other European students via eTwinning

Target group
The main target groups and beneficiaries of the project are students, teachers and school managers from primary and secondary schools.

Partnership
Lead partner: Global Action Plan Ltd. (IE)
PP1: Framtiden i våre hender (NO)
PP2: ASOCIACION PLAN DE ACCION GLOBAL PARA LA TIERRA GAP ESPANA (ES)
PP3: InEuropa Srl (IT)

Duration
The project has a duration of 36 months (from 01/11/2021 to 01/11/2024)

EU grant
The project has a total cost of di 258,538.00€

e^4 — tools in higher Education for an Embodied & creative Energy Education

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E^4 — tools in higher Education for an Embodied & creative Energy Education

Programme and Call for Proposals

 

ERASMUS PLUS – Call 2021 Round 1 KA2

KA220-HED – Cooperation partnerships in higher education

 

Brief description

Given the urgency of environmental and technological change in the face of challenges such as climate change, the main need recorded is raising awareness of possible solutions and necessary measures, also given the challenge of educating the coming generation in these matters.

We feel the urgent need for both supporting and reforming teacher education (for teachers of primary school and lower secondary or middle school levels) at academic institutions in matters concerning energy (energy solutions, energy and the environment, energy and society).

On this scenario, we intend to create:

  • Innovative materials for teacher education in the field of energy technology.
  • A network of academic institutions and external stakeholders dealing practically with matters concerning energy.
  • A dedicated web platform were both learning materials for university courses and material, knowledge, and opportunities provided by the network are available.

Objectives

  • Develop and/or enrich higher education curricula (in teacher education for primary and lower secondary school levels), following a didactic approach based on “tools of imagination” like storytelling, gamification, embodied simulation, digital simulation, and play to facilitate science communication;
  • train academics charged with teacher education in innovative pedagogies and approaches to teaching science courses (including the use of appropriate aids and materials);
  • promote learning and teaching partnerships between universities and the private energy sector;
  • upskill future science teachers with new approaches to teaching to encourage girls for scientific carriers and fight against gender stereotypes in scientific and engineering careers;
  • support the strengthening of science skills of EU citizens and professionals to make conscious choices and use creativity and a critical mindset to contribute to lower CO2 emissions towards EU 2050 targets.

 

Main Activities

  • Creating guidelines for a Network of academic and private/public partnerships.
  • “Imaginative course” Curriculum for teaching through imaginative tools.
  • Interactive web platform supporting the Curriculum and the Network.

Results

  • Increased competences and skills of partners’ staff.
  • Increased competences in teachers of primary and secondary schools: 20 teachers (5 for each of the 4 countries involved) will participate in a transnational training session to get acquainted with the offline workshop activities proposed.
  • 30 prospective teachers in each country will join local testing and implement full testing of the blended course (web and software-based activities plus workshop activities). We expect 75% to 85% of participating teachers to be women. Thanks to local testing the project will reach about 1000 students in the 4 countries.
  • 300 participants will be interviewed as part of project assessment.

We expect the project to produce a change in teaching approaches at all levels:

  •  At university level, improving academics’ science teaching approaches, also blending online and in presence courses, improving the efficacy of their courses both at university and jointly with the private and public energy sector.
  • At school level, helping student teachers and in-service teachers to be more motivated for and engaged in new imaginative teaching methods, will lead to innovation in school curricula. Teachers will be able to adapt their teaching approaches to the new generation’s learning capacities and skills needs through the application of creativity fostered by imaginative tools.

Lead partner

LIBERA UNIVERSITA’ DI BOLZANO (Italy)

Partners

– InEuropa Srl – Italy

– Uniwersytet Mikolaja Kopernika W Toruniu – Poland

– Esciencia Eventos Cientificos Sl Aragón Zaragoza – Spain

– Universitat de Valencia – Spain

– Sustainable Innovation Technology Services Ltd Mid-West Castletroy – Irleland

– Università degli Studi Di Modena e Reggio Emilia – Italy

– Dublin City University – Ireland

Duration
The project will last 36 months (28 February 2022 – 27 February 2025)

Website
https://energy4teachers.eu/

Budget
The project received a grant of € 395 506,00

PANG

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Name of the project: PANG – Performing Arts for Next Generation. Instruction to fight the doomsday

Acronym: PANG

Ongoing project

Program and call for proposals: Creative Europe – Culture Section, Culture Cooperation Band 2021

Lead partner: Artisti Drama (Italy)

Short description

The project responds to marginalization problems and social discomfort among young europeans, activating their participation in the process of artistic creation through the use of performing arts as a means of relationship and confrontation and multimedia language as a means of breaking down geographical boundaries and the sense of isolation created in the new pandemic situation.

Project objectives

  • to fight against the social marginalization of kids involving them in the co-creative process. This purpose couldn’t be effectively addressed without an approach based on the EU strategy of equality, a crucial element of the project.
  • innovate the European performing arts sector by rethinking the dialogue between artists and audience, shaping the audience of the future. In particular, the involvement of teenagers is crucial for innovation, as it is they who dictate the line of digital evolution and sensitivity to art. The general idea is therefore to give young people an active role in the creation process, so that they can be an active and also aware and competent audience in the performing arts sector. An attempt will be made to reach the widest range of young people, through the engagement of secondary schools in each territory.
  • reflect and work on the theme of the “end of the world”, a very evocative and binding concept in this time, wants to be a vehicle for deep reflections binding about the social differences, such as the lack of rights, the marginalization, the lack of direct participation at social manners. In the PANG project, all young people from disadvantaged backgrounds will be involved in the first place, for economic, social and personal reasons. Through this project, groups at risk of social exclusion will have the possibility of participating actively in the cultural life of their country.

Project activities

The project will perform in Modena (IT), Almada (PT), Lubiana (SI), Tallinn (EE) with a national and transnational scope. PANG faces the paneuropean question of the active participation of young people at the creative and cultural process, involving them either as public and co-creators of creative contents through work done directly with artists.

The activities of the project will be in line with and complementary to the activities already implemented by the organizations, since all partners already organize workshops with different target groups, work with young people in different projects and are very active in production and coproduction of artistic works.

Partnership

  • Artisti Drama (IT)
  • Glocalmusic (PT)
  • Pionirski dom – Center za kulturo mladih (SLO)
  • Sõltumatu Tantsu Lava (STL)

Duration: 24 months (september 2022-september 2024)

Total budget: 199.999,9 €

ARCH MEM

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Name of the project: Architecture and Remembrance: the discrimination of architects in Nazi-fascist regimes

Acronym: ARCH MEM

Ongoing project

Lead partner: FOUNDATION OF THE ORDER OF ARCHITECTS LANDSCAPE PLANNERS AND CONSERVATORS OF THE PROVINCE OF MILAN (FOAMI)

Short description

The project intends to recover and enhance the memory of the architects who couldn’t do their job due to discriminatory measures adopted during the nazifascist regimes in Italy, Central Europe and other different countries, sensibilitating either the professional community and the public.

Project goals:

  • to encourage the resource in the intern archives and to stimulate the production of output that can translate for different public information, stories and results of storical and architectonic research target’s.
  • to understand, thanks to a specific research focus, more precisely the dynamics and consequences of Nazi-fascist regimes within a broader framework of historical events, illuminating a hitherto insufficiently investigated piece of history.

Project activities

After an operational project kick-off meeting between the partners, the work method will be supported by research conducted within professional associations, libraries and entities related to Jewish culture.

The situation of the research of the jewish architects and engineering persecution in the second half of the years ‘30 and during the years of the WW2 is incomplete, despite the fact that the number of professionals involved and their level of quality are quite high both in Italy and in Europe. The research proposed by the CDEC partner wants to examine public archives, the ones of the professional orders involved and the historiographical literature that has dealt inorganically with this issue. So far the topic has been treated with limited studies and commemorative works, which will certainly be taken into account. The proposed research will be conducted using the historical method and will make use of the collaboration and the synergy of all the agencies and institutes that have so far dealt with the persecution of Jews in Europe.

Finally they will be realized: a video-documentary, an exhibition about architects affected by discriminatory acts, a graphic novel, and a publication.

Partnership:

  1. FOUNDATION OF  LANDSCAPE PLANNERS AND CONSERVATORS ARCHITECTS OF THE MILAN PROVENCE (FOAMI) – ITALY
  2. UNIVERSITY KOMENSKEHO V BRATISLAVE – SLOVAKIA
  3. FOUNDATION JEWISH ONLUS CONTEMPORARY DOCUMENTATION CENTRE (CDEC) – ITALY
  4. MAXXI FOUNDATION NATIONAL ARTS MUSEUM OF XXI CENTURY – ITALY
  5. ORDER OF ARCHITECT  OF BOLOGNA – ITALY
  6. ORDER OF ARCHITECT P.P.C. OF ROME AND PROVINCE – ITALY
  7. ORDER OF ARCHITECTS P.P.C. OF FERRARA – ITALY

Duration: The project lasts 18 months, from april 2022 to september 2023

Budget: 137.280,00 €

SUNRAISE

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Project name: Stem UNlimited Raise thanks to Arts at School in Europe

Call and programme: Erasmus + – Call 2021 Round 1 KA 2

KA220-SCH – Cooperation partnerships in school education

Ongoing project 

Brief description

The project SUNRAISE – Stem UNlimited Raise thanks to Arts at School in Europe involves 7 partners from five different European countries and it aims to develop a set of inclusive training tools for secondary school teachers and educators in order to teach STEM (Science, Technology, Engineering and Maths) subjects combined with artistic techniques (for instance Geometry and Music, Physics and Dance, Ecology and Theatre etc). Several challenges that are aimed to be tackled through SUNRAISE include the increasing inequalities in accessing learning for students with disadvantages (both socio-economic ones, disabilities, special educational needs) generally reducing the quality of learning and school achievements, with a risk of disengagement and dropout, climate change. This adds up to the already scarce performance and interest shown by EU students in STEM, despite the key importance of these subjects to develop the necessary innovation to face contemporary challenges. It is necessary that young people combine knowledge with interdisciplinary competences to solve problems, participate actively and responsibly in society, think critically and creatively, while at the moment they are more likely to be left behind. The risk is to grow a generation of people less prepared to face contemporary challenges.

Objectives

The priorities of SUNRAISE include the promotion of interest and excellence in STEM subjects with the adoption of the STEAM approach. In this context, the cultural and creative sector can contribute in developing ways SUNRAISE responds to this situation by developing a set of training tools for secondary school teachers and educators to teach STEM subjects combined with artistic techniques (e.g. Geometry and Music, Physics and Dance, Ecology and Theatre, etc). In this context, culture and art can give a unique contribution in developing ways of bridging creativity and arts with educational approaches. This approach will be even more effective for students with disabilities/SEN as the use of creativity and visual languages will improve their learning process even in difficult subjects such as science.

Therefore, the project objectives are:

  • To improve teaching quality through innovative and alternative didactics that enrich STEM teaching with different artistic expressions, facilitating inclusive and participatory learning.
  • To integrate formal education with non-formal education by professional artists and artists with disabilities, letting cultural and creative organizations play an active role in the recovery by starting new collaborations with the education sector to build a resilient society.
  • To help teachers develop their skills regarding STEM and creativity fostering creative thinking and sense of initiative, useful to find innovative solutions to individual and collective challenges.
  • To offer students, including students with disabilities, SEN and/or social and economic disadvantage, new opportunities of self-expression exploring contamination between STEM and arts.
  • To foster students’ awareness, relational and communication skills and their ability to think out of the box.

Activities:

  • Initial analysis of the current situation in partner countries regarding STEM achievements and education methodologies in place, including good practices, and investigation of teachers’ and education professionals’ needs in terms of skills development and innovative teaching.
  • Development of the E-learning platform as a “virtual classroom” for training teachers and students which will host all training materials.
  • Preparation of SUNRAISE innovative training programme for teaching STEM and scientific subjects through creative approaches; the programme will consist in modules, each combining 1 STEM subject with specific art techniques and represents an innovative methodology to build curiosity and engagement, practical and creative thinking, with a special added value for students with learning and social difficulties or disabilities. The modules will be piloted by each partner in lessons/training sessions in secondary schools.
  • Creation of the SUNRAISE e-book, which will bring together all the research, pilots, learning and main findings of the project.

Expected results

  • Increased interest of students in STEM subjects and stronger inclination to undertake STEM studies and careers.
  • Improved teaching’s quality through innovative & alternative didactics that will foster the methodology of STEM teaching through artistic approaches.
  • Increased inclusivity and appeal of STEM teaching, either in presence and at distance, addressing the needs of every student including those with a disability or difficult background or SEN.
  • Increased students’ capacity to think in an interdisciplinary way and put in place creative solutions to complex and/or abstract problems.
  • Increased teachers’ capacity to engage students and reach out to them in a fruitful way.
  • Increased empowerment, higher inclusion and active participation of students.
  • New collaboration opportunities among organizations in the cultural and artistic sector, schools, education and youth organizations, finding a new role across disciplines and real-world applications.

Coordinator:  Nazareno Societa’ Cooperativa Sociale – Italy

Partnership

  • CSI Center For Social Innovation Ltd – Cyprus
  • ICIMSS – Stowarzyszenie Miedzynarodowe Centrum Zarzadzania Informacja – Poland
  • Esciencia Eventos Cientificos Sl – Spain
  • THEAMA Theatro Atomon Me Anapiria – Greece
  • Cooperativa Sociale La Carovana – Italy
  • Zespół Szkół Drogowo-Geodezyjnych i Licealnych im. Augusta Witkowskiego w Jarosławiu – Poland

Duration: the project will last 24 months (February 2022 – January 2024).

The project officially started in May 2022 and has been extended to May 2024.

Budget: the project received a grant of € 327.707

UNLOCK THE CITY!

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UNLOCK THE CITY! 

Theatre as tool for post pandemic sustainable transformation of the European urban landscape

Programme and call

Creative Europe Programme, Culture strand – CREA-CULT-2022-COOP call for medium-scale cooperation projects.

Open project 

Brief description

UNLOCK THE CITY! is a culture-driven regeneration project that aims to develop an integrated working method that combines technical-scientific and design-oriented research with theatrical practice, the latter being used as a tool to trigger sustainable development processes in the post-pandemic city.

By operating in places or areas that played a key role for citizenship during the Coronavirus pandemic, the project explores the concept of limit (economic, social, physical, etc.) in the intra and post-pandemic city, on 3 different levels: building (Object), community (Subject), relationship between urban area and theater (Relation).

Ineuropa srl supports FONDAZIONE PICCOLO TEATRO MILANO in the project development and in the overall management and reporting activity.

Objectives

  • to activate processes of urban regeneration guided by culture through the creation of theatrical performances that experience the creative reuse of spaces and environments in 4 European cities, promoting the habitability, accessibility and sustainability of places;
  • to encourage the active participation of different urban subjects (local groups and associations, citizens, students, professionals) in promoting community empowerment through cultural regeneration;
  • to promote integration, international collaboration between artistic-theatrical practices and awareness of urban contexts for academic figures;
  • to promote the dissemination of the experience through an outreach strategy aimed at institutions and the population.

Actions

The project develops surveys on the territory focused on the study of the landscape in the post-pandemic city and preparatory to the creation and realization of 12 theater performances entrusted to several European artists. These activities are linked and implemented by workshops and thematic training courses for university students and contribute to generating qualitative and perceptive growth in terms of habitability, accessibility and sustainability of urban spaces, with particular reference to 4 European cities: Milan, Antwerp, Barcelona, Piatra Neamt. Capillary communication and dissemination actions support the project throughout its duration.

Results

The main expected results are:

  • increasing international cooperation between theatrical and academic institutions;
  • the creativity of artists is put at the service of our communities for their well-being;
  • creation of connections, communication, dialogue and exchange between different stakeholders: academic institutions, students, local communities, local administrators, general public;
  • specific survey on our European cities to identify the criticalities of the places and their possibilities for sustainable development after the pandemic experience;
  • an innovative cultural approach to the regeneration of urban spaces, starting from the 4 cities involved in the project.

Lead partner

FONDAZIONE PICCOLO TEATRO MILANO-TEATRO D’EUROPA (IT)

Partnership

  1. POLITECNICO DI MILANO (IT)
  2. HET TONEELHUIS STICHTING (BE)
  3. TEATRUL TINERETULUI (RO)
  4. FUNDACIÓ TEATRE LLIURE-TEATRE PÚBLIC DE BARCELONA (ES)
  5. HOGSKOLEN I OSTFOLD (NO)
  6. AKADEMIE MUZICKYCH UMENI V PRAZE (CZ)

Duration

The project has a duration of 36 months (1 March 2023 – 28 February 2026)

Total budget 

The grant is € 969.439,00 on a total budget of € 1.384.914,00

Funding agency

European Commission – EUROPEAN EDUCATION AND CULTURE EXECUTIVE AGENCY (EACEA)

ENNEADI

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ENNEADI 

European Network in Nutritional Education for Acquired Disabilities

Programme and call for proposals

Erasmus + KA2 – Strategic Partnerships for vocational education and training – call for proposals 2020

Open project

Short description

ENNEADI is a transnational project co-funded by the EU programme Erasmus + KA2 – Strategic Partnerships in Vocational Education and Training within the call EAC/A02/2019 (Call for proposals 2020).

InEuropa srl supports the project management.

Objectives
The ENNEADI project is mainly addressed to professionals who, with different roles, work and assist people with acquired disabilities, with particular reference to neurological disabilities resulting from a traumatic event (e.g. after a brain or spinal cord injury). The ‘sedentary’ condition of these individuals calls for special attention to healthy behaviour and good nutrition-related lifestyles, in order to prevent pathologies such as overweight and obesity, diabetes, and cardiovascular diseases. This is why it is important to raise awareness and make the above-mentioned professionals more aware of the importance of their role in the quality of life and good eating practices of these not self-sufficient subjects.

Specifically, the project intends to:

1) ensure that professionals (specifically those who manage people with acquired disabilities at various levels) and the stakeholders involved improve their knowledge of good practices (at European level) related to quality of life, well-being and nutritional practices for people with acquired disabilities;

2) initiate a methodological revision of new training paths aimed at teaching the subjects mentioned above in an innovative, flexible and open way to professionals with a different education and professional background (in particular, those who only deal with nutrition and those who only deal with disabilities will be able to acquire the missing knowledge so as to integrate both fields in their profession);

3) raise awareness among partner organisations, local stakeholders, institutions and European networks on the relevance of quality of life practices and good food standards to ensure the well-being of disadvantaged persons, such as persons with acquired disabilities, with a special focus on the importance of involving family members and caregivers in the whole process.

Activities

The project involves the realisation of 4 Intellectual Outputs:

  • Guidelines on training and educational methodologies and practices for professionals who routinely work with persons with acquired disabilities, taking stock of the most recent scientific research in the field of human sciences, health, quality of life, etc;
  • Design and development of a course for such professionals on preventive dietary habits and quality of life;
  • Realisation of an e-learning course for these professionals on project issues, in a multilingual version;
  • Recommendations contributing to the promotion of the ENNEADI pathway, and specifically of the structured training course on healthy and correct dietary habits for persons with acquired disabilities at institutions and bodies offering study and refresher courses for professionals in the field.

The project will also implement:

  • 2 short term joint training events (in Italy and Spain), one to analyse existing good practices across Europe in the field of educational initiatives on preventive dietary habits and quality of life, the other to test the e-Learning Course (before the official launch) aimed at professionals.
  • 4 dissemination multiplier events: in Italy both linked with the European Day of Awakenings in October 2021 and 2022, in Spain and Lithuania at the end of the project (November 2022) for the presentation of project results.

Results
The main expected results of ENNEADI are:

  • definition of innovative educational methodologies developed in cooperation with expert partners and validated through peer review by the project network, particularly in the field of good quality of life and nutrition practices and services for people with acquired disabilities;
  • design, testing and dissemination of educational/training tools aimed at providing professional content on good nutrition practices for people with acquired disabilities, to be used on platforms and other flexible e-learning tools;
  • commitment by stakeholders showing interest in the results of the project, to disseminate them in their channels and networks, and to use them where possible in their own organisations.

Lead Partner

FUTURA SOC CONS RL (S. Giovanni in Persiceto – ITALY)

Partners

  • University of Bologna – Department for Quality of Life Studies (ITALY)
  • Nueva Opción, Acquired Cerebral Damage Association of Valencia (SPAIN)
  • Vilnius University (LITHUANIA)

Duration
The project has a duration of 24 months (3 November 2020 – 2 November 2022) – extended by 2 months until 2 January 2023

Website
https://www.enneadi.eu/

Budget
The project was awarded a grant of € 253.255,00

Funding organization

Erasmus+ Italian National Agency – INAPP

Project GET UP!

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GET UP!

Gamification as an Educational Tool for Upper schools on Parks and environment

Programme and call for proposals

Erasmus +, KA2 (Cooperation for Innovation and Exchange of Good Practices, Strategic Partnerships for Digital Education Readiness)  – extra call for proposals 2020 in response to Covid-19

Brief description

The project aims to support students and teachers in upper secondary schools in acquiring and developing basic skills and key competences related to biodiversity protection, sustainability and environmental issues, through the collective design of a video game simulating the management of a nature park, contributing to digital education.

InEuropa srl is partner.

Objectives
• to increase the competence and awareness on environmental issues in upper secondary school students, who are about to enter the world of work, by stimulating their interest in this topic (by improving their knowledge of problems and issues related to nature conservation and, consequently, to local and global environmental challenges) using the language and modalities of the new media;

  • to increase the skills of upper secondary school students in problem solving, ICT use and digital literacy, through the use of gamification in school education, applied to environmental lessons;
  • to encourage open and innovative education with an emphasis on digital tools applied to a specific topic (functioning of natural parks, protection of biodiversity and sustainable development), which represents a significant social and educational value of European cultural heritage, with strong connections to the creation of future new jobs.

Activities

The Nature Parks that will be involved in the educational project are:

  • Regional Park Cento Laghi – Italy
  • Regional Park Sierra de Espadà – Spain
  • National Park Snæfellsjökull – Iceland
  • Little Carpathian Protected Landscape – Slovakia

The main project activities are:

  • Collection of information (boundaries, different degree of conservation areas, adjacent urban centres, roads, hiking trails, forest cover, protected flora and fauna present, etc.) by the 4 parks involved, for the development of the content of the educational video game;
  • Development of a video game as a digital educational tool in English, which will simulate the challenges that a nature park authority has to face in its daily work. It will also contain narrative parts, be organised in levels and contain other elements such as characters, scenarios, educational challenges related to the management of protected natural areas, etc;
  • Promotion of the video game as an educational gamification tool, by drafting a storyboard of the activity and relating the different phases and parts of the game to different aspects of gamification theory and practice;
  • Training activities for high school teachers on gamification and digital tools;
  • Training activities for project staff on the creation of the video game;
  • Field visit and experimental application of the new educational method for students;
  • Dissemination events in Italy, Iceland, Spain and Poland.

Results
The main expected results are:

  • Increase of secondary school students’ skills on environmental issues, biodiversity conservation, sustainable development, learning more directly about the complexity of a relevant element of European cultural heritage such as natural parks, through the use of a video game, achieving the goal of combining open education and innovative practices in the digital age.
  • Increase of teachers’ competences towards new educational methods related to gamification and the use of digital tools for teaching, together with a deeper involvement in environmental and nature protection issues, achieving the result of strengthening the profile of teaching professions.
  • Strengthening the professionalism of other stakeholders, such as nature parks and environmental educators, and evaluating new tools in the digital age for the promotion of cultural heritage in education.

Lead partner

Fundación de la Comunitat Valenciana para una Economía Baja en Carbón – ES

Partnership
The partnership consists of 7 actors from 5 different countries:

  • Gymnazium Karola Stura – SK
  • InEuropa srl – IT
  • INSTITUTO DE EDUCACIÓN SECUNDARIA BOTÀNIC CAVANILLES – ES
  • eco&eco Economia e Ecologia srl – IT
  • Environmental Agency of Iceland – ISL
  • DANMAR COMPUTERS SP ZOO – PL
  • Ente di Gestione per i Parchi e la Biodiversità Emilia Occidentale – IT

Duration
The project has a duration of 24 months (1 May 2021 – 30 April 2023)

Website
In progress

Total budget
The EU grant received is € 163.139,00

Funding body

European Commission – Erasmus + National Agency ES01

ArtDiCo Project

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ArtDiCo

Art, Digitality and Corona: digital storytelling for people with little digital literacy –  new e-learning approaches 

Project number: 2020-1-DE02-KA227-ADU-008015

Programme and call for proposals

Erasmus +, KA2 (Cooperation for Innovation and Exchange of Good Practices, Strategic Partnerships in the field of adult education)  – call for proposals 2020

Brief description

Coronavirus pandemic, with its restrictions and lockdowns, made the digitally disadvantaged people more isolated and excluded. Throughout the period of the pandemic, many of the initiatives to support groups already at risk were only available digitally, which obviously exacerbated their exclusion.
This gave rise to the idea of ArtDico, by developing and organizing activities to promote digital storytelling for people with low digital literacy (in the specifics of the project, adult subjects), who on the basis of their experiences during the Coronavirus pandemic learned how to move in the virtual, engage in the arts, and express themselves creatively with the support of competent educators.

InEuropa srl is a project partner.

Objectives

ArtDiCo has achieved the following goals:

  • Support for people with low digital literacy or who have not received adequate digital literacy in the past;
  • Promotion of creative expression and cultural education, developing skills and fostering inclusion through creativity and the arts;
  • Development of tools that can help people cope with the crisis due to the Covid-19 pandemic;
  • Professionalization of educators and other staff engaged in adult support and learning.

Actions

The main activities carried out by the project were:

  • Collection of the main existing methodologies and examples of good practices related to digital storytelling (digital storytelling), and analysis of the existing preconditions for such application in the field of e-learning, thinking about people with low digital literacy.
  • Drafting of practical and multimedia guides for increased professionalization of educators and trainers engaged in adult education, on how to employ digital storytelling in their educational and training offerings (especially towards people with low digital literacy) and on how to promote the use of art as a source of inspiration and means of free expression for learners
  • Organization of workshops (virtual and in-person) with a selected target group of adults with low digital skills, to accompany them in the first-person creation of videos that tell their personal stories and lived experience during Coronavirus, using new technologies, the technique of digital storytelling, and the use of art; specifically starting with the understanding that this is not a professional workshop, the approach is to develop digital skills in adults through storytelling stimulated by art but still related to the Coronavirus, allowing people more fragile than others to find a way to tell and share their stories.
  • Drafting of a multimedia guide on how to organize virtual Storytelling Cafés, specifically illustrating how the World Café methodology can be effectively used for activities involving adult education, referring specifically to people with low digital literacy, but making it a suitable tool for any other target audience.
  • Organization of a Digital StoryTelling Café with “learners” – aimed at those who have previously participated in the Workshops for the development of digital, creative and storytelling skills, and then developed the videos in which they recounted their emotional experience during the pandemic. An opportunity to compare themselves with their peers and show everyone their digital story.
  • Organization of a Digital StoryTelling Café with the “experts” – aimed at those involved in adult education and training (also interested in the use of digital tools and art in this area). An opportunity to meet and interact about the key elements of the project (in particular, the stories of the poorly digitized adults involved) and ArtDiCo’s overall approach.

Results

The main results were:

  • Improving the digital skills of people who are and/or have been excluded from communication, social and cultural activities-at a particular time such as the Coronavirus pandemic-because of their lack of digital literacy;
  • Enhancement of the use of digital media as tools to promote personality development/biographical work, creative expression, design, communication/narrative, providing opportunities for participants to redeem themselves by being able to show and share emotions creatively in front of their peers.
  • Increased professionalization of adult educators from a methodological and technical perspective in the use of digital storytelling within the educational offerings aimed at people with low digital literacy;
  • Usage of an innovative methodology that combines art and digital storytelling as a response to the crisis generated by the Coronavirus, and that fosters social contact, joint learning as a pedagogical principle, and close exchange with educators/facilitators, as opposed to classic adult learning offerings. Partners will be able to continue using the method in the future, especially those who are already engaged in the practice of storytelling, digital or cultural education.

Lead Partner

Akademie Klausenhof gGmbH – DE

Partnership
The partnership is formed by 6 organizations from 6 different EU Member States:

  • SYNERGASIA ENEGON POLITON– GR
  • SOCIALNA AKADEMIJA – ZAVOD ZA IZOBRAZEVANJE, RAZISKOVANJE IN KULTURO – SI
  • Media Actie Kuregem Stad – BE
  • VILNIAUS DAILES AKADEMIJA – LT
  • InEuropa srl – IT
  • COFAC COOPERATIVA DE FORMACAO E ANIMACAO CULTURAL CRL – PT

Duration
24 months(1 March 2021 – 28 February 2023)

Website
https://erasmus-plus.ec.europa.eu/projects/search/details/2020-1-DE02-KA227-ADU-008015

Total budget
The EU grant received is € 205.195,00

Financing organization

European Commission – Erasmus + National Agency DE02

WORKSHOP LEGO® SERIOUS PLAY® – EURODIGITAL

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PROJECT EURODIGITAL: WORKSHOP LEGO® SERIOUS PLAY® OF INEUROPA

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Description

EURODIGITAL – BEYOND THE WALL is presented and managed by the Istituto Storico Parri Emilia Romagna in the framework of the regional programme to promote European citizenship 2020
The experience of the LEGO® SERIOUS PLAY® WORKSHOP within the EURODIGITAL Project – Beyond The Walls was carried out by InEuropa to create a creative and fun experience for school children and to talk with them about European citizenship and identity.
The school Guido Guinizelli of the Istituto Comprensivo 8 in Bologna was actively involved in the workshops. Specifically, the activities were addressed to classes 1B and 1E of the lower secondary school.
The Workshops were carried out with the LEGO® SERIOUS PLAY® methodology that aims to convey an unforgettable experience, from an educational point of view and also human and relational, for the children involved. We wanted to address these issues, which are not always appreciated by children, through the game (Lego bricks) in order to engage and stimulate them. Specifically, we worked on the theme of European citizenship.

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Workshop realization

The workshops have actively involved the students of the two classes of the school “Guido Guinizelli” of Bologna, through gamification.
Barbara Grazzini and Andrea Pignatti (certified facilitators on LEGO® SERIOUS PLAY®) were facilitating each workshop guiding the students during the experience ensuring the effectiveness of the path. 

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