School students between the ages of 14-18 from Sindelfingen, Dronfield, Malaga, Barcelona, Idrija and Kourou worked collaboratively on the „AirNet“ project and studied the theme of air in various contexts (Science, Technology, Music and Art). The participating school students and teachers from each country were already making preparations for the project meetings. Each school had chosen its own focus, individual to each country, and was organising collective learning activities for all participants.The principle of the project meetings was that the school students from a variety of cultural and social environments got to know each other and learnt from each other. By collaborative activities in European teams the school students learnt to overcome language and cultural hurdles, to develop greater tolerance and to experience the joy of working together in heterogeneous teams. One significant aim of the project, linking many subjects, was that school students could become engaged in various interests that were linked by a common theme so that a real collective team spirit could develop. The overall aim, which was realised at the conclusion of the project, was the exhibition called “Pictures in motion” and the great public „Air-Performance“, where all the students had participated.The theme of air was chosen as it is extremely relevant for the environment yet is seen as a lesser priority in terms of environmental resources (eg Water). There are, however, many investigation opportunities in the stated subject areas and thereby many school students with a variety of interests and competences could become involved.One of the aims was that this project would stimulate the personal development of the participating school students, that they improved their professional and employment potential and that their life horizons would be broadened. Through intensive collective group work on the various aspects of the theme of Air the school students improved their subject knowledge and understanding, they broadened their linguistic abilities (English, French, German and Spanish) and they developed their creative talents. For the project ideas the school students , according to their preferences, presented their project findings via their chosen medium (Video, sound, pictures, creation of web-pages and computer applications).A further aim was the enrichment of professional competences of the teaching staff involved through new challenges and activities, increased motivation and self confidence. During the project the ideas and results of the activities were made available for colleagues in all schools so that these may be used as educational building blocks in schools. (see under results). Thereby the project is stimulating an improvement in teaching abilities in the schools.Each school acted as host school on one occasion and organised learning activities for the participating school students that was specific to the theme of that school. Thus each school had its own individual focus for the successful completion of the project. The project meetings involving the responsible coordinating teacher in each school would be held in one of the participating schools at the start (November 2014, Sindelfingen), at the mid-point of the project ( September 2016 Idrjia)and at the end of the project ( June 2017, Malaga). Communication between the teachers from the participating schools was guaranteed via the medium of Whatsapp („Erasmus-teacher-group“)and via email contact. Contact between the participating school students was realized via email contact as well and via social media networks.Results: display “Pictures in Motion“, Applications for smartphones, production of an ongoing homepage, artefacts involving Art, Music and Flight. The title “Pictures in Motion” includes creative and informative realisation of the whole project in all participating countries in a digital framework. Long term uses: sustainable information via picture screens with overall information about the project and educational building blocks on the homepage.

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.

"The Europe 2020 Strategy as the basis for socio-economic development identifies smart growth, supporting the development of a knowledge-based economy, innovation and new technologies. The strategy is devoted much attention to the improvement of youth education, the introduction of new teaching methods, the elements of creativity and innovation. Challenges of the modern economy, the constant development of modern technologies and the dynamics of labor market demand from the education at all levels related to modern, innovative technologies. The question is how to share necessary and difficult knowledge in such a way that stimulate creative thinking, determination, ability to analyze and solve complex problems, while demonstrating the application of theoretical knowledge in mathematics, physics, computer science and electronics in problem solving? The answer is learning programming, shaping the attitudes of experimental problem solving, concept development, modification and improvement of own projects. Meanwhile, among the 30 European countries, the ability to program people aged 16 to 24 places Poland only at 22 positions (Eurostat). Computers are found in 94.6% of Polish households with children, and only 8% of the population declares having programming skills. The main barriers identified among students are: - lack of programming and robotics classes at school; - high cost of commercial activities - lack of information on available educational resources - low self-esteem / lack of belief in one's own abilities especially in the students The barriers that teachers face: -using computers only during IT lessons ""A clear discrepancy between the core curriculum and teacher competencies - the school is not always an attractive place for programmers."" - no resources for teacher training and insufficient time and resources for additional activities (primarily the scope of the program). - insufficient hardware facilities (no robots at school) The project is addressed to 2 groups: secondary school teachers and high school students Main goal: to increase innovation and interdisciplinarity of education among 6 secondary schools of partner countries by developing and disseminating to 08.2020 18 educational materials for pupils and 18 for teachers on the use of robot programming for STEM education Detail objectives: - increased knowledge of 100 teachers in the use of programming and robotics in STEM education; - increase in innovation and internationalization of the institutions involved (8) through the exchange of good practice, joint development of universal educational and training materials and promotion of open education Project partners: Silesian University (leader), Edu-Res Foundation, Academic Complex of Secondary Schools No. 2 in Chorzów, 1 ERICO LYKEIO AIGIOU, GRAMMAR SCHOOL JURIJA VEGE IDRIJA, IIS Sandaski, SOU ""Jane Sandanski"", IIS ERASMO DA ROTTERDAM"

In the project Steps2030 World participated five schools, from five countries, with the aim to do small steps in the direction to reach 17 UN goals until 2030. Gimnazija Jurija Vege Idrija, coordinator school, with partners: Burggymnasium Friedberg, Tabor College Werenfridus, I.I.S. V. SIMONCELLI and PRHG Rijeka carried out different actions to achieve the project‘ goals. Partners reached the following objectives: - Students developed empathy and awareness of global problems, searched for concrete actions and realistic actions for sustainable development at schools or at their homeland and implemented them. Students also developed and improved the key competences, such as critical thinking, communication in foreign language and team working. - Teachers improved their professional skills by learning new teaching methods and strategies, communication in foreign language and also additional ICT skills.- All participants extended their knowledge about EU in general, their institutions and function and also the knowledge regarding the participating countries. Activities that took place were:-Learning, teaching and training actions.-Concrete activities, workshops and actions in each school with clear goals to reach,-Joint activities to achieve the project objectives.Projects results are: -the booklet with workshops’ descriptions and lesson plans in combination with other project activities,-the a video about the project.We also had concrete, practical results. Some other results are also important, like plastic reducing in schools or at home. The schools realized during the project that dealing with 17 UN goals in schools is vital also after the project. Teachers will use the booklet as inspiration to continue with the education about sustainability. The video has a purpose to be wide spread in order to encourage people to carry out the similar actions: e.g. reducing plastic, saving electricity and water, ...

"We live in a constantly changing world characterized by fast developments in society and technology and the opening and expanding of markets. Our globalized world offers a lot of opportunities but at the same time we need to take responsibility and address problems such as youth unemployment, sustainability, xenophobia, discrimination, questions of social equality and political fairness.The objectives of this project have been to innovate teaching methods and learning at the participating schools, and enabling students to adapt to and deal with the constant challenges that they face in an ever changing world.The partners in the project consist of teachers from seven schools, who had worked together in different Comenius Project, with a common goal: innovating teaching and learning practices in order to prepare students adequately for their future life. Austria: Heustadelgasse is a secondary school. Supporting every individual according to their abilities and creating a fruitful learning environment are primary goals.Denmark: Sabro-Korsvejskolen is a primary- and secondary school. Sabro Korsvejskolen has three basic values: Credibility, Respect and Commitment. Students, parents and staff work with an appreciative approach to communication and cooperation.Finland: Pietarsaaren lukio is a high-school, and the mission is to provide nurturing and challenging environments that emphasize democratic values, cultural diversity and life-long learning.Italy: IIS Bodoni Paravia is a secondary school. School works in the field of multiculturality through a number of projects.Poland: ZSS “Splot”. The Independent Middle and High School of Nowy Sącz works towards open and tolerant Europe through education.Slovenia: Gimnazija Jurija Vege. Grammar school, Technical secondary school and vocational school. Works towards Xenophobia. Use the Slovenian language as the prime language.Spain: Joan XXIII is a primary- and secondary school, involved in nets of cooperation and learning with the criterias of respect and solidarity, commitment to sustainability and environment. The main focus of the project has been innovating practices in the educational areas: Sustainability, International Dimension, Entrepreneurship, Teambuilding and Creativity. The methods used have been Flipped classroom, Student Teams, Cooperative Learning, Peer Education, and Design Thinking in our practices, and educational tools provided by Web 2 platforms.Meetings have been very successful. As planned, we had two transnational project meetings in the first two years and three in the final year, followed by short-term exchanges of students. Each meeting has been followed-up with new practices tried out in participating schools, and followed up with evaluation for teachers and students. These evaluations were examined currently, and if necessary, changes in plan were made.1st Transnational Project Meeting was in Aarhus, Denmark. The headline was Innovation and Teambuilding. Headline for 1st LTT students meeting was “Kids take Action” on Sustainability.2nd Transnational Project Meeting was in Idrija, Slovenia. The headline was “ Innovation and Learning Skills, Teaching Tools I”, and followed immediately by LTT students meeting. Same theme.3rd Transnational Project Meeting was in Barcelona on Innovation and Entrepreneurship. 3rd LTT students meeting had the headline: “The student as Producer and Entrepreneur” .4th Transnational Project Meeting in Finland was about Innovation and Sustainable Development, followed up by LTT students meeting ""Youth takes green Action"".5th Transnational Project Meeting was in Austria. The headline was Innovation and Learning Skills, TeachingTools II. The 5th LTTstudents meeting had the headline: Web 2.0, and “ A common Europe of Cultural Diversity”. 6th Transnational Project Meeting in Poland had the headline: Innovation and creativity and the 6th LTT students meeting “Creativity as an Innovative Skill”.7th Transnational Project Meeting in Turin was about summing up results, working on final report and planning future activities.Results of the meetings and cooperation in between meeting have been significant, and published in blogs, booklet and films. All schools now have a policy for sustainable education, which has impact on local communities and families. Each year all schools participate in Earth Day with a sustainable agenda. New practices have been implementet at all schools, and shared among collegues, which has resulted in an educational ""make-overs"" for all schools. Long term benefits are among others that many teachers have revaluated their role as teachers and established professional networks and will continue to cooperate after the project has finished. Lots of our students are still in touch with each other, even those who have left our schools. The project has forstered internationalisation, and enhanced understanding of cultures."