CONTEXT AND BACKGROUND An outburst of the worldwide pandemics has added to understanding the importance of contemporary technological skills and competences. 3D modelling and printing was one of the cutting-edge technologies used to respond to the unprecedented risks caused by COVID-19. In the educational sector, interest in the technology is constantly rising. The impact of 3D projects on student learning shows that students develop a number of skills, including not only 3D modelling and technology literacy, but also so-called soft skills, such as creativity, problem-solving, self-directed learning, critical thinking, and perseverance. PROJECT IDEAOur idea is to take a further step in 3D education at school by making use of technology to explore European and local history and cultural heritage. We want to raise the interest of upper grade pupils in the historical landmarks in their surroundings and develop their creativity by presenting the archaeological objects through modern technologies. This way we will also respond to the need of up-to-date methodologies for the integration of STEAM into content of other subjects. PARTNERSHIPSeven organizations from three countries: Lithuania, Slovenia and Romania, which represent school education, non-formal education, business and non-governmental sectors, have built a partnership based on cross-sectoral cooperation, in order to come up with innovative solutions for the reinforcement of creativity. OBJECTIVESBased on the context of the project and the needs of the target groups, partner consortium has set a goal to develop creative skills among upper grade pupils (age 15-19) and to strengthen competencies of history, art, social science, IT and technology teachers by developing and implementing an innovative training tool to respond to the lack of educational resources for the integration of history and technology.The objectives of the project are to:1. Develop a ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool consisting of lesson materials, teacher’s guidelines and recommendations on the use of the tool.2. Pilot the product in partner countries for its assessment and improvement.3. Provide competence development for teachers as key actors in the implementation and sustainability of the produced intellectual output in partner and associated organizations.4. Engage target group pupils in exciting educational activities to stimulate their creativity, develop technological, personal and social skills, and enhance interest in history.5. Disseminate the project’s intellectual output across school education, governmental, non-governmental, youth and other sectors.ACTIVITIES-Development of ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool.-Delivering training for teachers from partner and associated organisations. -Testing and validating the methodology with target group pupils at partner schools in three partner countries. -Implementation of a product quality and skill development research to collect feedback from the testing activities for the upgrade of the lesson materials.-Presentation of the project’s results at local, regional, national and European levels.RESULTSThe activities will lead to the following tangible results: -An innovative ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool. -At least 500 virtual learners (including both teachers and students) registered on project’s website play.gaminu.eu.-At least 15 target group teachers and 150 target group pupils involved in intellectual output testing activities at 3 partner schools.-At least 3 cultural heritage objects from Lithuania, Slovenia and Romania represented in pupils’ projects. -At least 90 learners, teachers, policy makers, industry representatives involved in multiplier events in 3 partner countries. -1 transnational staff training event and 4 transnational partner meetings.Non-tangible results:-Increase of skills and competences of partners’ staff and collaborators.-Increase of skills and competences of target group pupils and teachers.-Better awareness of innovative ways to understand and display cultural heritage through new technologies. -Expansion of formal and non-formal educational offer for partner and associated organizations. IMPACT AND SUSTAINABILITYTeachers will enhance skills related to technological tools and implementation of relevant education methods. Pupils will develop innovator skills such as creativity, critical thinking, problem solving, artistry, innovation, initiative, and others. The project will provide an opportunity to strengthen cooperation and networking between educational institutions and cultural organizations, such as libraries, museums, cultural centers, etc. Intellectual output will be of benefit to other organizations for similar activities at local, regional, national and European levels.

Thanks to this project, we have raised awareness among the students of different European educational institutes, their families and the whole of the school community of the need to become more familiar with the river or the stream in their area, in order to understand the issues related to the use of water and change their attitude as far as the consumption of water is concerned.That’s why we have carried out various activities in each partnercountry. The students have cooperated closely and kept in constant touch through a blog which was enriched regularly. This work was divided into two parts: a technical, technological and practical part on the one hand and a more theoretical and creative component on the other. All the activities have been carried out in collaboration with local partners whose participation and skills in various areas are related to our thematic units. To be more specific our activities have resulted in the :- use and modification of drones equiped to do research on the river- study of the riversides and the ecological system of the stream/river- creation of a pack of playing cards having for subject the river and its environment- study of narratives about the river- creation and managing of a collaborative weblog, creation of a publicity, a song containing paragraphs in the different languages of the countries involved in the project.- creation of a photo album with images of the relief, the flora and the fauna caracteristique for each river, creation of a fictitious business related to the river- analysis of greco-roman remains near the river- realisation of an exposition : reminescence and creation of a catalogue of bridges- creation of a booklet with literary texts existing within the culture of each of the partner countries or created by the students- statistic analysis of variables of a bidimensionnel river- photo album with explanation about manufactural activities-geografical and historical studies of rivers' usage from the 7 countries Our aim was to share experiences, learn from each other and therefore make the European citizens ecologically responsible and focused on the protection of their environment.We have been able to exchange different practical approaches concerning teaching to understand the educational diversity of the other countries. This project has promoted a stronger European collaboration by reinforcing the bonds among the students, the teachers and the families of the partner countries. It allowed the creation of collaboration for future projects. The dissemination of this European experience has inspired more students to develop other projects or/and to open up their horizons. It encouraged people to be members of a community with a common aim and special features as well. This project had an impact on the school communities by its interdisciplinary approach, it also had an impact on a local level by changing the way the students and the inhabitants look at their river and their culture and by initiating good practices on an environmental level.We are continuing the discussions with the Dareic and the local education authority in order to make the exchange durable thanks to an optional course about European issues. We haven't come to an agreement yet.On the other hand, we are starting a student exchange programme for the new school year with 2 partner countries in a sort of prolongation and as a positive consequence of the project.

CONTEXT AND BACKGROUND The observatory report published in December 2018 by SCIENTIX, the community for science education in Europe, revealed that the most popular pedagogical approach among STEM subject teachers remains traditional direct instruction. The application of new methods can be a challenge to many teachers. Even if they are motivated to adopt student-centered teaching strategies such as Problem- and Project-Based learning (PBL) and Inquiry-Based Science Education (IBSE), lack of knowledge, skills and tools hinders their implementation. Our project addresses this problem, at the same time responding to the needs of pupils to receive engaging and motivating technological experiences at school.TARGET GROUPSProject’s activities and results will be aimed at teachers who are motivated to improve their skills and introduce new learning possibilities for their pupils. Partners’ efforts will also be directed at elementary and secondary pupils, as the end users and beneficiaries of the project’s intellectual outcomes.PARTNERSHIPThe partnership comprises of 5 organisations from 3 countries, representing formal and non-formal education sectors. The project is to be carried out internationally to ensure that the produced intellectual output matches different educational systems, teacher experience levels and STEAM education practices.OBJECTIVESThe Consortium has set a goal to stimulate the mindset of an inventor among pupils and to develop teachers’ confidences in delivering STEAM activities by offering an innovative Think Inside The Box methodology to respond to the lack of interest and skill level in science, technology, engineering, arts and mathematics. The objectives of the project are to:1.Develop a methodology toolkit Think Inside The Box for a practical technological event where pupils learn, build, program and innovate with the guidance of their teachers. 2.Provide competence development for teachers, as key actors in the implementation and sustainability of STEAM education in partner organisations and local/regional schools. 3.Engage elementary and secondary pupils in exciting technological activities in their school. 4.Disseminate the project’s intellectual outputs across general and other educational sectors in and outside of partner countries. METHODOLOGY The methodology will focus on a technological event that aims at raising pupils’ skills and interest in technologies. Teams of pupils will create models of Rube Goldberg machine inside a given box, building and programming with their preferred tools. PBL, IBSE, Engineering and other innovative methods will be implemented to increase student engagement and motivation.ACTIVITIES-Development of Think Inside The Box methodology, including training material, practical tasks, open project requirements, methodological guidelines and recommendations for teachers. -Delivering training for teachers from partner and non-partner organisations. -Testing the methodology with target group learners at partner organisations and associated schools. -Implementation of a product quality and skill development survey to collect feedback from the testing activities for the upgrade of the methodology.-Presentation of the project’s results at local, regional, national and European levels.RESULTSThe activities will lead to the following results: -A concise Think Inside The Box methodological toolkit for teachers to implement maker activities. -Research report about the development of skills and interests of target group pupils and teachers. -At least 20 teachers and 300 target group pupils involved in methodology testing activities at partner organisations.-At least 50 teachers and 500 target group pupils from non-partner organisations involved in methodology testing activities. -At least 90 learners, educators, policy makers, industry representatives involved in multiplier events in 3 partner countries. IMPACT AND SUSTAINABILITYTarget group teachers will enhance skills related to technological tools and implementation of relevant STEAM methods. They will build self-confidence in delivering innovative STEAM activities. Target group pupils will develop 21st century skills such as critical thinking, problem solving, creativity, artistry, curiosity, imagination, innovation, planning, initiative, and others. All partners will strengthen their role as teacher training institutions and channels of good practice dissemination. The project will provide the opportunity to implement similar events for the education community at local, regional, national and European levels.

VISConti is a network of 17 partner organisations from 9 countries including 3 universities, 7 VET schools, one network of schools, one association of professionals in education management, one policy maker, one IT company and three organisations engaged in research and promotion in industry. It is a partnership that has come together to create a virtual working space for structured interaction between students and teachers of science related subjects and IT and science professionals from industry.The project has developed and tested web based tools for the assessment of projects by students in VET that were then developed into a tool for use in a community of practice for creativity in science and IT, both in education and in industry. VISConti has introduced a new approach and a new methodology for the generation and presentation of ideas or projects. It provides tools that teachers will use to assess the technical viability, economic potential and scientific creativity of project ideas, as a new model for assessment of student projects and other co-created outputs. VISConti has created a community of practice in which students, teachers and professionals in science or IT build their own professional profiles and work their way towards better employability and mobility, through a structured exercise in sharing ideas and using peer assessment on creativity and viability of ideas in science and technology-based subjects. Members of the VISConti Community of Practice look at each others' projects from the aspects of technical viability, economic potential and scientific creativity using standard tools available to the members of the community.Assessment tools have been designed after field research within the network of partners of VISConti. The Community of Practice and the tools cover diverse geographical areas, in order that methodologies can be adopted and adapted to the precise needs of the target groups. The technological platform facilitates the use of the tools and interaction in the VISConti Community of Practice. It has been developed in a collaborative manner between a VET school and an IT company, in a perfect example of the kind of collaboration that VISConti is designed to create between schools and industry.The partners have benefited from training by experts from education and industry in two training events that provided them with the right orientation towards the creativity and viability aspects of ideas in science and technology. They acquired knowledge about different approaches to creativity and viability and its assessment . They learned about the criteria and right conditions for successful communities of practice such as tthat created by VISConti.Three major multiplier events brought VISConti to the attention of the education community in VET and to players in industry, besides the partnership wide effort to enrol membership of quality in the network and in the VISConti Community of Practice. The events were originally to be organised in conjunction with the Scientix Conference in 2015, but this proved to be impracticable due to the high demand for space at the event, and its timing at the beginning of the VISconti funding period. Alternative fora were provided through the intervention of partners in the network, ensuring ensure a successful synergy and partnership between VET and industry through joint activities in creativity in science, technology and IT.

UPPScience was a 22 strong Strategic Partnership under the Erasmus+ KA2 for VET funding programme under the leadership of the NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET NTNU.UPPScience built on the previous successful E+ KA2 for VET also under the leadership of NTNU VISConti by augmenting and widening the scope of the Community of Practice (CoP) started in that project and carrying out further development of the tools on the technological platform that supports the activities of the CoP. The CoP grew a much larger active membership and covered new areas of cross border cooperation around the use of professional profiling, research and publishing as a strategy for enhancing quality and a more scientific approach in education.http://cop.viscontiproject.euIn this way UPPScience supported the strategies of the EU for fostering research, better quality education and a strong European Research Area.During its 30 month lifetime UPPScience fulfilled all its objectives including:- the use of professional profiling as a strategy for better quality education and better employability of managers, teachers and trainers in VET who worked, collaborated and operated as a CoP that had as its objective the attainment of higher standards in education and training and- the overcoming of the general perception that research is only for higher academic professionals and researchers by helping players in education and industry to engage in research and publishing of their results through small but high quality initiatives in this area, within a controlled environment, supported by a platform on which they can propose and review small research projects.Small research and publishing projects by members of the CoP brought research and publishing within reach of all the players, whether professionals in management, teaching and training or students in the early years of HE, and science professionals from industry. 110 members of staff or members of partners received training in research methods and reviewing of publications proposed by other members of the CoP, which also created knowledge and consciousness of quality standards, an eye on innovation and creativity and a sense of responsibility towards peers.The CoP activities of research and peer review were all supported by technological tools that enabled exchange and sharing within the same organisation and in a cross border manner. This interaction was secured through a quality strategy that foresaw that members could only publish small research projects after the peer review of at least two other members. The platform tools also attach all activities of a member in the CoP to his / her profile. A publication is therefore attached to the professional profile of the member within the Community and to the profiles of the reviewers as well. In this way UPPScience created a quality challenge upwards by generating the consciousness of the importance of the upping of one's own profile in the Community.During the project lifetime 130 mini papers were published after peer review meaning an engagement of at least 3 members of the CoP in each paper (publisher and two peer reviewers) and the platform has started hosting activities from outside the partnership and the project activities because:- at least five partners are adopting the UPPScience strategies and use of its platform in their school and HE activities and- there is at least one E+ KA2 Strategic Partnership for Youth that is entirely based on youth leaders engaging in research in the UPPScience CoP.There are at least two more project and cooperation initiatives started up within the partnership to make the UPPScience CoP grow in numbers and scope in the area of research in the dependence of younger generations on everything digital and in the sharing of creative business ideas by VET students with the peer review of the commercial community around the partners.UPPScience was intended to be part of the internationalisation strategy of all the partner organisations and it has reached this objective with:- more than 90% of the participants in the four training activities being different from activity to activity,- more than 70% of participants in the activities of the project being new to EU projects and- more than 65% saying that they see ways of making UPPScience methods and philosophy as one of their avenues for local, regional and international cooperation.UPPScience published a set of recommendations for the future of education that is more research and research oriented and that are the result of the experience from UPPScience, the observations of the dynamics and reactions within the CoP and a partner wide reflection of how research and quality strategies in education through publishing is a creative and constructive way forward for a stronger ERA and higher quality education overall.