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.

"Inadequate STEAM-specific qualifications among teachers and a shortage of free-of-charge curriculum-linked resources are two major weaknesses that hinder the implementation of quality STEAM education at schools. Project “How To Raise An Inventor. Technology and engineering learning material for schools” was implemented in order to create an innovative STEAM training tool for schools across Europe. The main project’s goal was to improve the capabilities of target group pupils in primary and secondary educational institutions in the fields of technology and engineering. The project involved 6 organizations from Lithuania, Latvia, Poland, and the Netherlands. The partnership consisted of schools that required lesson materials for their curriculum, and expert organizations to produce the training tool according to the schools’ needs. The main outcome of the project is an innovative online training tool “How to Raise an Inventor” for pupils aged 11-13 (7th grade in most countries), but also adaptable for younger and elder pupils. The tool is available at website play.gaminu.eu in English, Lithuanian, Dutch, Polish and Latvian languages. It consists of four modules. Teachers and learners acquire knowledge about the whole set of tools: micro:bit, LEGO Mindstorms and 3D technologies.Modules “micro:bit MAKER"", “The Art of Making"" and ""Build an Arm Wrestling Robot"" are based on the formulation of real-life technical problems, hands-on application of tools and search for problem solution by applying ""Design Thinking"" methodology, which brings together skills in creative, critical and interdisciplinary thinking, teamwork and cooperation. The fourth module ""How to Make Ideas and How They Travel"" cultivates pupils' user-value orientation and the ability to turn technological solutions into business solutions. This way, lesson materials link technical education with entrepreneurship training. Teacher’s notes with methodology instructions accompany each lesson or project. This makes the materials possible to use even for beginner teachers. All four modules together are sufficient for weekly technology classes or extra-curricular activities for the entire school year. The effectiveness of the training tool was tested with 152 pupils in three schools in Lithuania, Latvia and the Netherlands during curriculum lessons or as an extra-curricular activity in school year 2018/2019. Based on feedback received, module developers prepared recommendations for teachers about the use of the tool. An expert conclusion about the suitability of the lesson materials was provided by STEAM professionals. It will be used for further promotion of the tool to other schools and individual teachers, self-learners in partner countries as well as worldwide. Positive effect on pupils’ target group is reflected in research data. The survey was carried out before and after testing of the lesson materials. The results clearly indicate that learners have improved their knowledge and skills related to project modules. Most pupils score their long-term interest in STEAM at about a 3 out of 5, with the distribution being slightly skewed towards choosing a career in STEAM. Regarding the wishes of the future profession, there was a positive effect on research and mechanics related professions as well as business, management and entrepreneurship after the testing.Another important target group for project’s activities was teachers. In order to improve STEAM subject knowledge and methodological skills, multiple learning events for teachers from and outside of partner organizations were organized in form of webinars and seminars. Lithuanian and Latvian partners even registered teacher training programs based on project’s lesson materials and will continue to provide teacher training at state-accredited competency development programs. The biggest positive impact in the partnership was expected and occurred in partner schools. In Latvia, technological training will become compulsory from 2020 as per state regulation. The project has helped the partner school from Riga to become fully prepared for this in advance. At the Lithuanian school, the training tool has helped to enhance the content of engineering lessons with new technological tools. At the Dutch School, the project was the first encounter with STEAM teaching. Schools continue learning from the project’s lesson materials in the framework of their curriculum. Project’s impact outside partner organizations was reached thanks to numerous dissemination events and learning activities. Through the network of associated partners, the strategic principle of joining formal, non-formal and self-driven learning was implemented. We expect that the number of people who benefit from the project will rise even more after the project’s official end. Positive long-term impact will be achieved through the development of pupils’ and teachers’ skills leading to more students and workforce in the technological area."

The goal, objectives and results of the project are indicated by the analysis of Media and Information Literacy (MIL) in partner countries:In today's geopolitical situation in all the Baltic States, Slovakia, there are individual initiatives that start talking about MIL in schools, libraries, or youth centers. Critical thinking is also mentioned among the key competencies of the 21st century, but the youth field still lacks innovative distance based learning courses (such as online courses) and other tools responding to the needs of the digital society. These could be easily integrated into the activities of the main MIR formal and non-formal educational agents and help them to educate people to further develop and maintain their competences in information verification, content analysis, debunking misinformation, and critical thinking, and thus help during their self-development. In other words, young people are already living in a mediated reality, but education is often unable to go hand in hand with technological developments and respond to current challenges of digital information world, despite many discussions and goals such as talking about the media and it’s positive or negative effects.At the same time, complexity of media and information world is increasing, and new content creators are even more prone to manipulation and misinformation than traiditional media. That increases need for MIL not among receivers of information, but also content creators, who should be socially responsible and tackle misinformation instead of spreading it.During the project, it is planned to develop and test 9-month long online training courses that will multiply the good experience of Media and Information Literacy Education (MIR) partners. Online courses will have two different accesses that are designed according to the specifics of the following target groups:- For people preparing public information (youth opinion framers). This is for young journalists and other media and content creators, those responsible for youth information points.- Youth leaders, youth workers, social educators and other people working directly with young people who have the opportunity not only to gain new knowledge and skills during online courses, but also to pass it on to others. In the frame of the project, we state that multipliers through online courses will be able to work independently with the group of 15 young people and to pass on topics of critical thinking and informative literacy themselves.The main goals of this project are:1. Increase the quality of youth work by creating and integrating future-oriented online courses.2. Improve media and information literacy and critical thinking of potential multipliers of the project with the help of created intellectual product.Tasks are: 1. Create an international online course in Digital MIR lab in Youth work that would be accessible via website and mobile app.2. To extend the course and ensure the sustainability of the project results, test courses with potential multipliers, and to develop critical thinking and media and information literacy through peer educators.3. Implement an online course for youth and youth workers.Project activities are compiled to ensure the sustainability of the project results as well as making direct affect to the target groups that are potential to operate in a wider society (content creators, peer educators) or those involved in the education of these people: organizations working with journalist education, youth workers, social educators).Project results and needs:- In the most vulnerable points of the Baltic countries innovative and interactive tool will be created for people working with youngsters. That tool will help to ensure young people's continuing education, support and motivate as well as will be responding to the needs of future youth work.- Critical thinking and media literacy of potential multipliers will be improved, thus enabling the project results to continue.Segmenting the results by planned training activities they would lead to the following aspects of impact:- 42 youth opinion makers will be empowered to work with topics of media literacy and critical thinking. - 67 youth leaders and youth workers will be empowered to educate peers and develop critical thinking and information literacy.- Online course evaluation training for opinion formers and peer educators will give feedback to online course developers and allow them to improve the product in a quality way.- 1005 young people regularly participated in activities organized by peer educators, have critical thinking, understand how media works and are able to identify different manipulations.- 80 potential users of intellectual product – educators of young journalists, people working with non-formal education and other professionals interested in critical thinking will attend online courses and empower other people do the same.

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.

<< Background >>The project “The first steps in STEM, Robotics and Programming” represents the initiative of ZURY Association from Romania whose main goal is to tackle the need for online free education in the fields of STEM, robotics and programming among youth people. The idea of the project has been brought up both out of the specific needs of the promoting organization and the challenges educational institutions face in terms of online teaching of the young generation.Parents are usually reluctant when it comes to the technology used by their kids and youth, as such our products will try to shed a different light on the importance of positive consumption of technology by the young generation, stimulating them in the process of acquiring skills needed in the 21st century and growing the path for their future potential carriers.The constant and rapid evolution of technology has grown a sense of pursuit of skills that can accommodate much easier and meet the requirements of a demanding labour force.Through STEM education, we believe youth and children can not only develop relevant skills and stand out but also improve their self-productivity, creativity, imagination and finally innovate their own communities.General predictions and needs analysis has been conducted by the promoters with the following results:- the demand for mass digitalization and achievement of digital skills, to comply with current and future marketplace;- the interest in up-scaling educational content and reach larger amounts of participants from the target group concerned; - the development of a better coping mechanism in terms of supporting educational systems while facing crises situations.Through this project we will have the possibility to offer an online training course to all interested youth for free, thus increasing their interest and motivation to develop competences in a field where the demand is increasing exponentially.We, as promoters, are also encouraged by the fact that a free access to information on these topics would inspire others to build similar initiatives, gradually increasing the levels of achievement and interest of youth in terms of science, technology, engineering, and mathematics, which equally stand behind an important horizontal priority of the Erasmus+ programme. Just to give an example, for the next steps of the project we had very good responses in terms of structures interested to become a member in a network interested to support the learning paths of young people in programming, robotics and STEM. More than 30 structures joined our idea which let us to see the trend and potential development possible through our proposed Club.The project will involve 5 partners from RO, IT, FI and LT. It will be carried out for 30 months between the 1st of January 2022 and 31st of July 2024. 4 transnational meetings will be organized, as well as 4 Multiplier Events, near the end.<< Objectives >>In response to the need identified and described above, the specific objectives of the project were set to the following:1. Developing basic competencies of 100 youngsters in the fields of programming and robotics in a period of 30 months;2. Developing basic competencies of 100 youngsters in the fields of STEM education in a period of 30 months;3. Exercising the competencies of 200 young people entering the world of programming through an online e-game in a period of 30 months;4. Increase the capacity of working with programming, robotics and STEM of at least 30 members of a club of practitioners, for the benefits of young people, throughout the project.<< Implementation >>We have planned the following working packs following the experience of the partners involved in similar activities:1. Detailed planning2. Project management3. Partnership coordination4. Financial administration 5. Platform management 6. Team management7. Visibility8. Regular evaluation9. Risk strategies10. Monitoring11. Dissemination12. Follow-up & SustainabilityWP 1 - Detailed planning – this area is explained in the previous version. WP 2 - Project managementWe include here all the general coordination activities which will be listed in a summaries form in Work breakdown structure, GANTT and planner of the project. The most complex ones are, also, explained below, taken in separate working packs.As for the costs, we will have covered here staff working on the general activities of the project, apart from the ones specified in IOs.A special category will be made from the very beginning for Unforeseen Costs. WP 3 - Partnership coordination We have here updates regarding the following elements build at the beginning of the project:- The management of Virtual room;- Codex of the project;- Monthly reports;- Knowledge Unit;- Case study Unit;- Dictionary Unit;- Do’s and don’ts Unit;- Lessons learnt Unit;- Project archiving Unit; - Backup systems. More details about partnership working pack can be read in the cooperation and communication with partners area.WP 4 - Financial administrationWe start with a general guide explained in the previous section, Financial Unit. We continue with periodically financial monitoring and updates. WP 5 - Platform managementWe plan to have a platform which has a few roles: presentation web-site, dissemination tool, host for our intellectual product, communication with participants etc.The costs for buying a domain, setting up the frame, general presentation preparation, hosting, regular updates and special spaces for e-learning will be covered from management budget. Responsible for this platform will be one of our technical partners, Predict CSD Consulting.WP 6 - Team managementWe include here activities related to staff preparation: staff meetings, documents, regular monitoring, safety measures in place, time sheets preparation, space for team activities etc. WP 7 - VisibilityOur partnership will take care to properly respect the visibility rules establish by Erasmus+ programme. To cover a basic visibility of the project, we start with costs for flyer, poster, roll- up and the mascot (plush toy) and we continue with other elements specified below.WP 8 - Regular evaluationAs specified already, we will have monthly reports concerning the development of the project.WP 9 - Risk strategiesThis pack is explained in the Risk area.WP 10 - MonitoringThe partners responsible for monitoring will regularly check the progress of the planned activities and how the partnership is developed. There is a monitoring file in place, file which will be regularly updated.WP 11 - DisseminationA very large area which will be supervised in a special Unit in our Planner of the project. There we will have our indicators, activities and monthly we will go for necessary updates, adjusting actions, comparing what was planned with was is done or in progress.As cost categories, we will have cover at least the following: - Dissemination materials already mentioned on visibility;- Staff working on dissemination activities;- Facebook campaigns;- Other social media campaigns;- ROBO Caravan costs;- Renting spaces;- Facilitating our Practitioner’s Club;- Building a brand identity;- Special software used to edit images, videos, preparing animations etc; - Some printed materials;- Data storage etc.- Other costs to include people with fewer opportunities;WP 12 - Follow-up & SustainabilityWe explained the approach used for this pack in the dedicated section of the project.<< Results >>The actual results of the project will be: an online training course focused on basics in programming and robotics, an online training course focused on basics in STEM education and an online e-game focused on entering the world of programming. All these tangible products will be hosted with the support of an educational platform.The methodology that will be approached in the creation of the IOs envisions the use of interactive tasks, quizzes, slides, puzzles, mechanics, theory-practice connected activities and real-world simulations. Kolb’s experiential learning cycle approach will be integrated when possible in the learning content of the products, giving the participants access to progress logically with the content from concrete learning to reflective observation, abstract conceptualization and finally reaching active experimentation.The gamified approach towards all the IOs supports the constructivist theory of learning, which encircles the active involvement of participants in the entire learning process and knowledge construction, based on previous notions acquired, to the detriment of passive learning. In our sequence of learning content, the user will acquire knowledge and ability from trial and error, by making assumptions, exploration and progressive difficulty as levelling up. The constructivist teaching approach, contrary to the objectivism approach is centred on problem-solving. We believe that as future users will be able to solve problems and challenges offered through the online learning content, they will also discover the direct consequences of their actions, being at the same time capable to reflect on what they have done, on their immediate experiences and finally, build on their own understanding on things. Through failures and trials, the human being takes on an active process of learning that usually requires and forces him to think differently, approach things differently and see things from other perspectives.As such, the impact on the direct beneficiaries is expected to be a high one. They will be engaged in a multitude of practical activities, which will, in turn, increase both their physical abilities such as the capacity to pay attention, coordination, discipline, and their mental capabilities such as logical thinking, synthesis and analysis, problem-solving, ability to make connections etc.The expected impact will concern the participants/users that follow out online learning content. These will be:- young people, aged 13 to 30, including with fewer opportunities;- young adults, school or university staff/representatives: teachers, educators, lecturers etc.;- young adults educational centers’/NGOs’ representatives: mainly youth workers, volunteers, members, trainers etc.Other 1000 young people and young adults will take part in the dissemination activities, out of which 300 as part of the ROBO Caravan, and 700 as participants info sessions/presentations of the projects’ results. Among them, a minimum of 100 young people with fewer opportunities will be targeted, especially during the ROBO Caravan, in Romania.For visibility and dissemination purposes, the promoters will conceive, update and maintain a Facebook page for the project and another social media account, on a social media platform, which will constitute additional results to the project.Last but not least, a final notable result of the present project will constitute the Practitioners’ Club which will be formed out of at least 30 persons (teachers/educators/youth workers etc.) who will further on aim to develop their competences on the topics covered by the products created, either for their own benefit or as a mean to later on being able to transfer the knowledge and abilities developed under multiple forms while teaching and training their young people, pupils or students.