Language learning is a very essential matter in today's' world and for a permanent language acquisition, the starting age is very important. As a result of the surveys we have done at our schools with our partners, we found out that vocabulary learning is the most problematic issue in language learning. Students can easily forget the new words they have learned in the foreign language because they don't use them in their daily lives or are confronted with those words in a different context. Experience learns that the difficulty in acquiring new vocabulary is often caused by social environment, puberty and the combination of a lot of school subjects. However, we think that we can achieve a permanent vocabulary learning with small steps by building word towers brick by brick and make it more visual and meaningful for students. As we observe, students can easily remember complex words they come across in computer games and songs and never forget them as they see them frequently. This tells us that intrinsic motivation is an important factor in the acquisition of vocabulary. Taking this into consideration, we based our project on improving the intrinsic motivation for learning. By taking small and meaningful steps we will create a positive learning atmosphere for our students in which we will try to relate to their everyday living environment. We will supply them with opportunities to practise their language skills. We are convinced that when students enjoy this informal learning process the acquired knowledge will be rendered more effectively.We will also create online platforms where students can build their online towers and play online games with their newly acquired vocabulary. They will chat with each partner schools' students and have a chance to communicate in the target language. On a regular basis, students will study different topics and enrich their vocabulary accordingly. They will design clothes, T-shirts, bags etc. so they will be also kinesthetically active. They will sing songs, make rhymes and write poems, so they improve their auditory skills. Thus, we will try to appeal to all senses of our students throughout the whole project and reinforce their intrinsic motivation to learn English. At the end of the project, the students will have gained a lot of valuable experiences which cannot be provided by the normal curriculum.At the beginning of our project we will start with a group of voluntary students. Then, they will present our project to their mates and motivate them to participate in the activities. We will design a computer lab for our project and our (ICT) teachers will be responsible for the technical part of the project. We will also display our word towers here monthly and organize exhibitions to show them to all students. Partner schools will share their experiences and send the photos of their towers to each other.Bernardusscholen will be responsible for carrying out the project. Our partners are Turkey, Italy, Poland and Romania. They have similar vocabulary teaching problems. Following the results of the questionnaires (SWOT analysis), we aim at creating new and effective language acquisition techniques and methods and help our students by sharing experiences with each other. We will organize meetings and mobilities and take some of our students to partner countries and foster their use of language in a different country and in a real life context. Our project will last for 2 years in which we plan a lot of enjoyable activities for our students. This project will provide the students with tools to learn vocabulary more easily. They will be able to use these vocabulary in their towers, posters, songs, clothes and online games easily and they will be proud of themselves. The ability of using language at an early age will also affect their school and social life positively. Moreover, our project will give them a chance to experience new cultures, ideas and lifestyles, generating more self confidence and ambition. We will invite local schools to our school and show them our studies and motivate them to prepare this kind of projects. We will also invite local and if possible national media to present our project. We will share the results and outcomes of our project with other organisations interested in language teaching.Our project will live on after 2 years, since our websites/eTwinning Live Space will remain active. Students will be able to stay in touch with their foreign colleagues to endlessly expand their towers and success.

"The project aims at:- socializing (with case studies reconstructed for educational purposes) pupils and teachers of VET schools with drone technology, designing its integration with curricular STEM programs as teacher-led approach- co-designing with companies innovative working environments, developing the necessary resources for an open and transferable WBL for the realization of a project work “pupil-led”, in response to the challenges of application of drone technology- promoting among students, with a logic of gamification to develop entrepreneurship, a competition of ideas for design, development and implementation of new applications / uses of dronesToday, 90% of the EU working positions require technical skills: by 2018 the demand for STEM resources will grow by 8% while the average of jobs will grow only by 3%; by 2020 there will be a deficit of 825.000 resources with technological skills; by 2025, due to turnover, 7 million jobs requiring STEM skills will be available.If the realization of the ET 2020 strategy hopes that benchmark doesn’t exceed 15% of students below the age of 15 with low achievements in math and science, data reveal 22% in 2015 (36.6% for students in unfavorable socio-economic conditions). Besides, there is a strong gender-gap: only 32.1% of EU-27 graduates in STEM disciplines is females.Drones are suitable to promote vocational learning experiences based on experiential practice, in an interdisciplinary approach, in response to the needs of vocational skills development related to key technologies of the digital era and STEM disciplinary skills: engineering for the resolution of design issues, production and maintenance of light aircraft, built with advanced materials that allow the flight in accordance with applicable regulations; mathematics (from trigonometry to set the flight plan, to 3D modeling through the cloud of points for volumetric calculations and remote sensing); the physical and natural sciences to fully understand the application fields of technology.The project involves a VET secondary school and a business / technology oriented institution in each country, considering countries with similar urgency to address a problem of under-performance and disaffection with the STEM subjects (cfr. Eurydice 2013) and with homogeneous conditions / prospects of development of drone technology (see. ""Innovation Union Scoreboard 2015"").The expected results follow, in the realization of IOs, a logical sequence of industrialization passing from the enabling conditions for the activation of the drones (1- design / assembly of the UAV, 2- study of how to use the data on the ground 3- making of the devices to be installed on board), to real activation of technology (4- study of flight plans) and, finally, to the examination of application problems (5- enhancement of marketability fields).The realization of each of the first 5 IO is divided into the following three macro activities:1) DESIGN 2) TESTING 3) RELEASEThe competition of ideas (IO 6) allows students / teachers / business experts to explore innovative fields of application, using the methodology of ""gamification"" to stimulate the engagement. The WBL methodology to be adopted for the implementation of the IO intends to be an active testing of subject content, referring to a type of ""learning by doing"" according to the model called “Ambito di attività”, whereby students are given: a labour process, tools - both materials (technology) and intangible (information, procedures), an OBJECT of application and a RESULT to get, being placed in RELATIONS specifically defined.VET secondary school will be able to expand the supply of training and increase interest between the ""digital generation"" to the STEM disciplines; the learners will be able to increase motivation for further education, particularly scientific (even overcoming the gender gap) and increase their employability; the business / technology oriented institutions can take advantage of connecting with new generations of workers and exploring the potential of the innovative application uses of drones.Impacts: increase awareness of VET teachers about the pedagogical potential of WBL; develop in VET students (especially low achievers and / or female students) motivation to study STEM disciplines and encouraging employability, even in an entrepreneurial way; seize the enormous potential of the drone market development: EU sources says of a market of about 15 billion euro within the next 10 years in our continent and, globally, of 130 billion dollars.All IO project will be released as OER."

3D printing (3D-P) has a large effect on creativity and innovation and it has been identified by EU as one of the technologies that will boost the development of future products and services. The use of 3D-P in the European industry is growing rapidly, creating new jobs that requires new skills and qualifications. As the development of these skills is not commonly supported by VET programs, there is an urgent need to strengthen the VET curricula content in order to provide the students, youths and adults with the necessary key competencies. The main objective of 3DP project was to address the need of European industry for workforce with 3D-P skills by developing a specialized VET course and e-learning platform. Several specific objectives are defined from the main objective:1. Promote active cooperation between HEI, VET providers, SMEs and a certification body in order to obtain a significant impact on the modernization of VET education in the 3D-P sector;2. Create a flexible learning pathways able to provide VET graduates with important competences and skills, including growing use of digital learning, and aiming to improve the level of both sector specific and transversal competences and skills, with particular regard to those relevant for the 3D-P labour market;3. Prepare guidelines and case-studies on the use of 3D-P in VET education to define the most suitable training paths; 4. Generate a VET 3D-P curricula embedding the most relevant topics for the 3D-P labour market;5. Create a VET course focused on developing skills in 3D-P and the related fields;6. Develop a multilingual learning management system (LMS) to make the course content free and easily accessible; 7. Prepare a guideline for the trainers using the developed materials.The consortium was made up of 9 partners from 6 countries.The main activities undertaken by partnership are: • Developed 5 Intellectual Outputs (IO)• Created a Pan-European certification system and tool, including self-assessment tests and a 3DP knowledge certification test that was sent to ECDL Foundation for approval. • Run one learning, teaching and training activity for trainers in 3D-P• Run a series of pilot test on IOs• Evaluated and revised the IOs• Translated the 3DP courseware and LMS in English, Romanian, Italian, Spanish, Polish and Lithuanian• Produced/ translated/distributed 4 newsletters and one leaflet• Created and continuously updated the project website and social media channels• Held 7 multiplier events in Romania, Italy, Spain, Poland, Malta and Lithuania• Disseminated the project and its results to the target groups• Organized 4 transnational project meetingsThe main project’s results are the 5 IOs developed:•Guidelines and case-studies on the use of 3D-P in VET education•Curricula of 3DP course•3DP courseware•3DP trainer guidelines•3DP learning management system (e-learning)The 3DP project supported the improvement of participating organizations’ capabilities in 3D-P and related fields, allowing for development of their activities. The staff of partner organisations gained more knowledge on 3D-P, VET education, e-learning, etc. and expanded their expertise in project management.The main attained impact is the modernization of VET curricula by adding features relevant to 3D-P sector. The 3DP outcomes are equipping VET students with new key competencies specific for 3D-P, competencies that are not available in the existing VET curricula. Consequently, the partners as well as the external experts consulted, are considering that the impact of the 3DP project on the VET curricula is a significant one. Already, VET providers from Romania, Spain, Italy and Lithuania are including 3DP courseware in their curricula. The potential is huge and we expect more and more organisations to use the 3DP teaching material.The project had an impact on all the target groups. It helped VET and other students, post-tertiary graduates and key personnel of various organizations to gain 3D-P competences and, consequently, to increase their chances to find a good job or to open a successful business, to support their organizations in improving the operational capabilities and/or extending the activities range.The companies using 3D-P benefit from the availability of skilled work force, thus being able to develop, expand their activities field, innovate their processes, etc.The individuals graduating the 3DP course also enhanced their creativity, innovation and entrepreneurial spirit, as they become able to benefit from the formidable opportunities offered by 3D-P.On longer term, we anticipate that the 3DP project will provide significant beneficial impacts on VET providers, regional development agencies, political decision makers, chambers of commerce and industry, industrial associations, foundations relating to design and 3D-P, capital investors, patent attorneys etc. and on the people interested in developing their 3D-P skills.

"CONTEXT The labor market is constantly evolving. The skills and qualifications required change over time. In order to face change, you need to be equipped with different skills.Europe's digital transformation will see an acceleration with the rapid development of new technologies, such as artificial intelligence, robotics, cloud computing and blockchain (""chain of blocks""). Digitization affects the way people live, interact, study and work. Although from the digital transformation many opportunities are emerging, currently the greater risk is given by a poorly prepared society to face the future. OBJECTIVES- promote a high level of employment through the creation of a competent, qualified and adaptable work force for economic change;- support and strengthen the development of key competences for all, starting from a young age and throughout life;- promote the acquisition of skills in science, technology, engineering and mathematics (STEM), taking into account links with economic sustainability and the environment;- facilitate the acquisition of skills by promoting multiple learning approaches and contexts, also with the appropriate use of digital technologies in education, training and learning;- provide support to all learners, including those in disadvantaged conditions or with specific needs, so that they express their full potential;- Provide innovative tools and skills to trainersTARGET GROUP - Trainers/Staff of the participating organizations- people who have lost their jobs and need to update their skills- recent graduates in scientific and technological field- students- long-term unemployed- Trainers- VET organizations, local authorities, companies, employment centers, policy makers, professionals and researchersACTIVITIESIn line with the most advanced processes in the world of makers, Arduino, 3D printers, digital manufacturing, and 4.0 industry, the project aims to provide high-quality digital skills, and to encourage entry or return to the world of work.To achieve these goals and focus on innovation, the partnership has identified a specific field of intervention: the recovery of obsolete machinery through Arduino.This will happen thanks to the development of 3 main IO:O1 Experts Program Toolkit.The objective of this IO is to create a training material that provides the project’s target groups with high quality knowledge and skills needed to modernize existing machineries in order to make them “smart” and more adapted to the nowadays requirements of the manufacturing industry.O2 ICT Tool for Competence Assessment (incl. User’s guide of the ICT tool).The main aim of the ICT tool for Competence Assessment will be to evaluate the knowledge and starting skills of the target group, identification of the needs of the specific target groups that need to be addressed in order to provide them with useful skills so that they can enter the world of work O3: Gamified e-learning PlatformThe ""Gamified e-learning Platform"" will serve as an open education digital platform for the provision of the training material developed throughout the project.In this way the target group formed will be able to exploit the knowledge acquired to modernize the machinery present in various production sectors and no longer used. Will be able to enter / return to the labor market, thanks to new innovative skills that will acquire in the field of electronics, computer science, interaction design, ect.IMPACTThe project aims to increase of the capacity and competency level of the target groups; increase in specialized professionals in the sector and improvement of working conditions; change of mentality towards social, ethnic, linguistic and cultural diversity; increase of competencies linked to the professional profile; development of relevant digital competences and skills for needed to modernize existing machineries in order to make them ""smart""; improvement of recognition processes and validation of skills acquired by non-formal and informal learning activities with the use of European reference tools; greater exchange of innovative practices in the field of vocational training and labor policies; increased mobility in the workplace and sharing of the underlying principles of circular economy"

"The conviction that school, through its essential role in educating people, has to keep up with the constant changes that make society a reality is certainly one of the reasons behind this project. The Internet in general and social media in particular are part of our lives of 21st century citizens, and the school has to provide educational support in terms of their use for personal and community benefit. Social media and new digital technologies offer an infinity of opportunities and therefore we believe that school should encourage their use in the educational process. In terms of the needs, we have found that in terms of media literacy and social media literacy in particular, an objective analysis reveals that this dimension of education is not reached in a coherent way at school level, and even less so at the level of the national educational system in general. There is no policy that includes components of this dimension in the school curriculum. However, social media, with all the opportunities and risks it offers, is a component of our everyday life, which we cannot deny, and therefore education centred on the way in which social media is used is necessary. The project ""Educational Toolkit for the Development of Social Media Literacy"" proposed by Liceul Teoretic de Informatica “Grigore Moisil” (Iasi, Romania),in partnership with Agrupamento de Escolas de Freixo (Portugal), Istituto Comprensivo 10 (Italia), CiTiP from Katholieke Universiteit Leuven (Belgium) and Center for Independent Journalism (Romania) is an innovative educational project which takes into account an extremely important field in contemporary education - social media literacy. The project aims to create intellectual outputs that give teachers the opportunity to align their didactic approach with the concrete needs of society, combining skills training in different disciplines with the need to develop social media literacy skills in pupils. The project proposes innovative teaching practices for different disciplines, using the social media based learning tools appropriate to the digital era in which both students and teachers live. The project proposes a complex toolkit that offers the opportunity to develop social media literacy skills for students and to make lessons more attractive to any teacher interested in adapting their educational approach to the needs of the 21st century society.The main objectives of the project are:• Creation of open educational resources based on social media learning tools used in school learning activities• Developing social media literacy skills for teachers / education specialists from project teams in partner institutions• Responsible use of social media tools in the teaching process by teachers in target groups• Implementing social media based learning activities in partner institutionsThe project will involve: at least 20 project team members from partner institutions, at least 100 teachers / educational specialists involved in dissemination and testing of intellectual outputs, 14 teachers / specialists participating in the training activities, at least 250 teachers will be informed about the activities within the project, 160 teachers / education specialists will participate in the multiplier events.The activities that will be carried out within the project are: project team building, selection and preparation of participants in project activities, creation and testing of intellectual outputs, financial resource management, implementation and implementation of the DEOR dissemination plan, monitoring and evaluation of activities through specific tools.The methodology used will involve the use of a quality management manual, selection, preparation, monitoring and evaluation tools, participants and activities, as well as risk assessment tools.The results of the project will focus on creating, testing, promoting, using and evaluating 5 intellectual outputs that will constitute open educational resources accessible to all teachers/ specialists in education across Europe: O1 - Curriculum for the development of social media literacy in schools, O2 - Course support for the development of social media literacy in schools, O3 - Methodological guide for teaching social media literacy, O4 - Mobile application for implementing social media literacy in school, O5 - Collection of learning scenarios including the use of Social Media tools. The impact of the project is long-term since all intellectual outputs and sustained activities will develop social media literacy in educational context and will create a premise for the adoption of educational policies at different institutional levels that include the widespread use of learning tools based on social media and a more coherent approach on social media literacy as a part of the educational process in schools, tailored to the needs of 21th century."