"The project ""Create, Share, Learn"" wants to promote the idea of constructionism in school using open and low cost technology. The aim is to make schools places where the idea and philosophy of Educational Makerspace (EM) and Tinkering (TI) spread new and innovative methodologies in didactics, foster pupils' creativity and improve pupils' inclusion. Educational makerspaces (EM) and Tinkering (TI) have the potential to revolutionize the way we approach teaching and learning. The maker movement in education is built upon the foundation of constructionism, which is the philosophy of hands-on learning through building things.The main objectives of the project is to create an ideal environment of an educational makerspace and to create a network of schools developing the philosophy of Educational Makerspaces. It involves students and teachers from primary to secondary lower and higher school.The first step to reach these goals was teachers' exploration and training in maker education, to properly understand educational makerspaces.Once adcquired this philosophy of learning, they acted as guides to inquiry-based approaches to the development of knowledge and thinking processes in order to carry on the aim of this project, that is to allow students collaborate to meet the challenge, being both actively engaged in learning and teaching new concepts to each other. The adult teacher observes from the outside, facilitating the acquisition of concepts by building a specific project. Each activity was carried on preserving the true aspect of maker education, and the processes were learner driven rather than teacher driven. Teachers set the tools at their disposal and arranged them in such a way to stimulate students' questioning, playful curiosity, and deeper thinking.The collaboration with local educational Makerspaces, played an important role, sharing experiences and thus contributing in improving each other. All the activities related to the above topics, were realised in preparation and during the LTTAs. The first learning activity focused on Educational Makerspace, transformations of the learning space. Teachers and students visited a local Fablab and learned all the makings of different technologies. Students started working on circuits, on 3D Printer, on robotics and started to create and tinker artifacts using low cost material. The focus was planning and implementing according to the Project Based Learning and Costructionism principles.The learning activity carried on during this short-term exchange of pupils was the base on which all the project and the cooperation between schools were built. Partners school got a common background and a common framework to build further activities with students related to: -Media literacy-Coding on Raspberry PI -3D Printing and breaker space-Robotics-Media creationTeachers met periodically online and in the project meetings during the LTTAs, to plan the above learning activities, to meet the project goals. During covid-19 emergency, the project was carried on virtually and teachers kept planning, facing unexpected challenges and finding solutions to realise virtually the two remaining mobilities. The main results and benefits of the projects have been: to learn how to plan starting from real issuesto learn what an Educational Makerspace is and what are its pedagogical and organizational guidelines;to defy what educational resources and what technologies you can find in an Educational Makerspace;to share each partners best practices in ICT/STEAM education;to involve students in the planning of the activities;to define the best tools to collaborate and share activities done with students.to enhance the of the use of ICT/STEAM in teachingto develop digital citizenshipto equip with new lifelong learning skillsto allow students to work cooperatively with international students.In terms of long- term benefits the project will have an enduring impact on the whole schools, as more teachers and students may benefit in the future from sharing and implementing the good practices in ICT education and the philosophy of Educational makerspace disseminated by this project. Moreover, the digital tools and devices purchased by each school thanks to the project grant, are now part of the schools digital equipment and learning resources at disposal of teachers and students to keep implementing these good practices.technology. These purchases allowed to equip each school with their own Fablab and Tinkering labs, with 3D Printers, different kinds of robots( Mbot, Ozobot etc., Micro:bits and Little bits, Raspberry PI, Makey Makey etc. All the above reusults contributed and will contribute to one of the project main aim which is the improvement of the democratization of the access to technology."

"The idea for this project grew out of public discussion about the reducement of the amount of insects. Our environment is suffering from a lack of bees. The big questions are: what threatens the insects’ living conditions? How big an impact humans have on insects’ habitats? If the insects would vanish, how it would affect human life? This project helps to teach respect towards our environment and nature in general. It gives students a possibility to act for nature and moreover, maintain a positive view to their future. In today’s world a tendency is seen where people lose their touch with nature. Respect towards nature has become a necessity.Our schools’ values and operating culture’s guidelines encourage students to a more sustainable way of life. This project answers to this need. Also this project helps our schools to implement the curriculum in practise and increase students feeling of participation and cooperation. The project’s topic is very interesting and motivating from the students’ point of view. They are able to do something meaningful for a theme that really concerns them. The project itself, provides teachers ideas for their teaching and improve their skills in questions concerning climate crisis. The teachers will be able to see how schools in other countries operate and they get tools to fight anxiety of global problems.The countries chosen represent various climate types and natural habitats:Finland: cool middle climate, rural habitatsGreece: mediterranean climate, hot dry summers, mild rainy wintersIceland: cool oceanic climate, volcanicItaly: humid subtropical climate, cold dry winters, hot/mild summers Reunion Island: tropical oceanic climate, cool/dry – hot/humid, volcanicSpain: dry climate, mountains ""We Love Bees"" project objectives:1. to answer the students’ need to understand, to adapt and to fight climate crisis. 2. to learn about insects' importance in polling, primary production, decomposing3. to increase knowledge about insect species, habitats, threats, capability4. to show the wide perspective of insects 5. to increase awareness of insects’ role in nutrition 6. to protect insects’ habitats7. to find ways to get benefit of insects without harming 8. to add cultural understanding, improve skills in english and technology 9. to teach students to love nature Activities are designed not only for the students taking part to mobilities but for all schools' students: a logo and photo contest, kahoot, snapchat filter, bug-survey, climate awareness-survey, writing contest, Clean environment -day, Earth Day and a SDG-theme day. All mobilities are set a sub-topic that lead the participants grow to awareness of the insects' situation. 1) Finland, Oct 2020: “The climate, habitats and typical insects in our country”School: Photo contestStudents: Online bugbook: “Our country’s favourite bugs and habitats” 2 ) Italy, Jan 2021: ""What threatens the insects’ living conditions?"" School: “What can I promise to do for nature?”Students: “How polluted is our country?” 3)Spain, Apr 2021: “A Life Cycle In A Hive”School: Attitudes researchStudents: ”Attitudes towards bees and other insects” 4)Reunion Island, Oct 2022: “Just Honey” School: Collecting, creating honey recipesStudents: ”Honey production in our country”What can we do to save insects? 5) Iceland, Jan 2022 . ""What can we do?""School:SDG theme day Students: Games of insects and/or SDG's6) Greece, Apr 2022: “Mythology and folklore” School: Writing contest Students: “Bees and other insects in our country’s mythology and folklore Activities include beefarm activities (beehives, honey production, royal jelly, pollination), constructing habitats, an online bug-book, learning and observing insects, relevant visits and lessons, workshops and creative activities. We hope to bring university knowledge to schools and to raise active citizenship by spreading meaningful awareness for example of farming's influences. The methodology used emphasizes flexibility and newal of knowledge. It bases on inquiry-based learning. Nature as a classroom encourages students to pose questions, research and find information to clarify key concepts. Solving problems with collaboration among the people involved is important. Interactions and self- organising teams are encouraged. Students learn to respect the others’ opinions in roles like organiser, scientist, cook, writer, presenter, designer. Teachers promote self-learning and critical thinking. Students cooperate under a guided discovery with teachers and get peer feedback from each other. The process is evaluated after each mobility. The project answers to the students’ need to take the second and the third step: adaption and acting, not just studying climate crisis. This project encourages students acting for environment in their societies. We grow to sustainability, learn from other cultures, learn sciences, tie friendships and we learn to love natur"

The duration of the project is 36 months and the total number of foreseen mobilities is 7. The project as a whole is focused on the research of ER for YLs and development of digital ER activities for YL, among them SEN children, and their test in partner schools. Thus, the defined project aims are: to implement ER program developing motivating, innovative didactical materials containing a digital element and appropriate pedagogical approaches to reading in digital era; to make a research on the benefits of ER program for students aged 6-14 in order to find out whether ER is beneficial for primary level students in the same way as for secondary level students; to improve transition between primary and basic stages of education due to ER program implementation which will lead to the improvement of learner’s English level and other skills in all aspects (reading/writing/speaking/collaboration/presentation/autonomy/self-independence, etc); to facilitate an active participation of students and teachers in European projects. The general long-term aims are: to improve the quality of teaching and learning foreign language skills; to incorporate ER in partner school curriculum more widely; to promote modernization of partner schools, particularly their libraries. to gain experience in international cooperation and strengthen partner school capabilities of teaching; to increase students’ competitiveness, reading, writing and speaking skills in English; The specific aims are: to make a collection of short stories written by primary pupils containing some cultural elements and to create an audiobook for English foreign language blind learners made up of these easy to read and understand stories; to promote ER with the use of e-readers; to develop innovative didactical materials to increase reading motivation among primary level pupils; Objectives: to support teachers and learners to deliver effective high quality teaching using ER program; to promote reading for pleasure, for deeper meaning among the YLs, to teach students to appreciate and value languages and literature of other nations; to engage bilingual/multilingual children in the process of learning; to make ER inclusive for all the children, children with specific need too; to promote the understanding of cultural heritage of each country, to address multilingual classrooms through methods on diverse language skills alongside the main language of instruction; to promote collaborative and holistic approaches to teaching using ER for inclusive and interdisciplinary purposes; to submit a written proposal to each country’s decision makers with the results, conclusions, and proposed modifications pertaining to in-curriculum and extra-curriculum issues. The distribution of tasks and responsibilities among the partners will be balanced. Each EU partner will receive an average of 6 mobility beneficiaries and each partner will receive an average of 60 students and staff. Project management will have a hierarchical structure: National Agencies => Project Coordinator => Management Team => Working Team => Teachers involved in the project => Learners involved in the project. All partners, including associate partners, will have a role in promoting and disseminating the project, thus allowing third party students to also benefit from the project mobility scheme. Cooperation between the partner schools and dissemination of the project results will extend beyond the time limits of the project.

"ART FOR COEXISTENCE has been a 30-month project, made up of 15 partners from 6 countries (MOVETIA additionally financed the participation of 6 Swiss entities). We have detected keys and successful actions in the European educational field, we have disseminated them and apply them in other settings, responding to the reduction of school absenteeism, addressing disadvantageous situations with minors and their families, improving the skills of educational professionals.Art is an important resource in working with school children in marginal areas and at risk of exclusion. We have included an integrated gender approach.Beneficiaries:2,113 minors, adolescents and youngsters,2,166 professionals and families trained in national training spaces and international seminars507 Other beneficiaries142 Volunteers91 ArtistsActivities:1. 6 meetings in Velilla San Antonio, Turin, Évora, Berlin, Budapest and Brussels that included coordination and monitoring meetings (economic, logistical, pedagogical, organizational evaluation, informatics and methodological), and exchanges of good practices in schools ( 8 centers). A trip to Bern financed by MOVETIA and the participants themselves (2 Swiss centers).2. 1,392 laboratories with minors, families and teachers in which a video-book of short stories and short stories was worked.3. 18 artistic shows to show the experiences analyzed4. A web page for the dissemination and exchange of good practices5. Preparation of educational dissemination materials6. Elaboration of graphic material that includes good practicesMethodologyA participatory methodology (MUS-E) was implemented, from art and creativity, incorporating into the formal education work specific tools from the world of art and non-formal education pedagogy - conducting laboratories and practical workshops -, with a focus integrated gender.ObjectivesCreated a NETWORK to strengthen the European identity from active citizenship, through heritageTrained teachers and technicians from different administrations on heritage and identity, through laboratories of theoretical and practical training.Prepared and disseminated materials that include the good practices of the training at the content level.Involved families, mainly of immigrant origin.Created a website for the dissemination and exchange of good practicesCarried out an external evaluation of the meetings to see the achievement of the established goals.Involved volunteers as energizing agents.Results and impactAgreements have been signed between NGOs, universities, centers and educational administrations to strengthen the project in 6 countries. 6 international meetings were held.2,166 professionals were trained with an innovative methodology and multiplier effectAn international team of 91 trainers was created and continue after the project.Educational keys to success have been released +18 dissemination events have been registered and disseminated to bring the project closer to new European municipalities.2,113 minors participated and families were involved. Workshops were held with minors, families and their teachers.There is a web page for the program, which allows its future dissemination and exchange.The external evaluation of the international meetings was carried out.142 volunteers participated.The essence of the common past and the challenges of the present were challenged with 5,019 people, with a Europe made up of a significant number of minors from families of non-European origin. This training model will be extended to minors, teachers and families from more than 100 schools during the 2 school years following the end of the project in the 6 participating countries (20-21-22). During the life of the project a ""pilot project"" took place in 8+2 schools. The project improved and supported the relationships of parents associations and teachers and approached families (many of them with previous no contact) to schools. +50 European entities actively participated in the project."