Dyslexia is a difficulty in the acquisition of reading and writing that affects estimatedly 5% to17% of the population. Research shows that through the use of compensation strategies, therapy and educational support, dyslexic individuals can learn to read and write. There are techniques and technical aids which help to manage or conceal symptoms of the disorder. As the difficulty shows itself mostly during early years of primary school when the pupil exhibits signs of difficulty in reading related issues, most of the support is provided for the dyslexic indiviual at this period. But the problems persist into following periods like lower secondary school age, adolescence and adulthood periods and may accompany difficulties with low success rates in achieving the expected skills. When compared to the support in learning at primary level, there is still little to support the transition from primary to lower secondary (middle) school. Support is needed due to the change in institutional set-up and the new and changing demands, at both the skill and task level, made on the child.The aimed at providing support to parents, teachers and the dyslexic individuals themselves to ensure the transition between schools is smooth and they have the opportunity to reach their potential in the new learning environment.Within the scope of the project, a series of support materials have been developed under the name Transition Support Kit, which is designed to minimize the problems experienced by a dyslexic child during the transition from primary to lower secondary (middle) school and to provide the necessary support.In the first stage, a Needs Analysis study which was the basis for the preparation of these materials was carried out. The need analysis formed the basis of the Transition Support Kit which was conducted by a series of questionnaires with teachers, dyslexic students, and their parents.The Transition Support Kit includes an Individual Support Plan (BDP) Model prepared with all partners, a Checklist for identifying the difficulties experienced by the individual during this period, and a Guide for Teachers and Guide for Parents that will form the basis of support provided when they begin new school environments.All these products have been created with the contribution of 7 partner institutions from 6 countries under the coordination of Istanbul Directorate of National Education. The content provided was prepared by the teams formed by each partner institution, and its accuracy and reliability were reviewed during the Expert evaluation phase of the Pilot Studies conducted in each country. The usefulness and the aspects that need to be improved were reviewed in the final evaluation, which is the second stage of the pilot studies, and revisions were made in the light of the feedback received, and their final form was established.All the materials were made avaliable for the target audience of the project in 6 partner languages (TR, BG, PT, PL, RO, IT) and in English and they can be reached free of charge by anyone wishing to use them. The materials were introduced to teachers and specialists during the Multiplier events held in each partner country and their printed and digital versions (in memory sticks) were distributed. They are also sent to different schools, research/resource/guidance centers, regional and district directorates of educations throughout each partner country.The usage of materials will be continued to be promoted by the partners in the long term. New editions and publications will be done according to the changing needs and demands and they will all be avaliable for the use of the educationists, families and dyslexic students.

Big data, social networks and cloud computing are so much developed that they can be applied in many fields outside IT sectors (Medicine, Economics). These days the most important issue seems to be not only the ability to search for information but also to assess its value. Such ability is not common, even among young people. While discussing IT in education, it’s worth emphasising that computerisation and new communication techniques considerably sped up changes. Never before has science developed so quickly. As a result our knowledge becomes outdated in next to no time. More and more often one can recognise the need to abandon the traditional model of education based on memorising loads of set materials to the benefit of instructing how to find up-to-date information. At the same time it is required to put emphasis on developing practical application of information technologies in different spheres of life. Specific problems that project addresses are as follows: - common development of big data, social networks and cloud computing and everyday usage of these by young people whose teachers have very low knowledge of the subject matter, - great importance of IT competence in students and teachers in the context of 21st century teaching methods, - diverse level of the ability to use tools such as big data, social networks and cloud computing in teaching by teachers of schools participating in the project, - expectations of business/economic environment regarding agreement between teaching methods and challenges of the future Hence comes the problem that the project addresses – Schools are not ready to apply new trends in education (Big data, social networks and cloud computing). The main objective in this project is to develop competence in students and teachers in using big data, social networks and cloud computing in teaching process at schools participating in the project. The project addresses two target groups: teenagers from different social environment and teachers. Young people are very open to learn about the world and understand it. They are mostly innovative and use modern communication tools. Yet, they spend lots of time at school. So, if teaching staff is appropriately prepared, young people will learn more effectively. The main objective in this project is to develop competence in students and teachers in using big data, social networks and cloud computing in teaching process at schools participating in the project. Specific objectives: - 100 students and 30 teachers will get familiar with state-of-the-art technologies that use big data, social networks and cloud computing in education, - teachers and students will be trained on how to use big data, social networks and cloud computing in teaching and learning different school subject, - students will learn about positive and negative aspects of big data, social networks and information cloud in everyday school and non-school life, - students, teachers and schools will establish and keep online connections During 2 years of project implementation there will be achieved the following results: - at least 100 students and 30 teachers will deepen their knowledge of Big data, social networks and information cloud, - target groups will develop their ability to use Big data, social networks and information cloud in teaching processes, - target groups will gain experience of contacting people coming from different cultures or with different cultural background, - teachers will gain experience of recognizing educational problems when Big data, social networks and information cloud are used in teaching, - at least 30 teachers will learn new teaching methods, - target groups will improve their communication skills in English with regards to Big data, social networks and information cloud terminology, - target groups will develop problem solving skills by teamwork in multinational groups in real life situations and in virtual reality using big data, social networks and cloud computing tools Products that will be the outcome of the project work: - project logo, - 5 subpages to school web pages, - Facebook project website, - Facebook project group, - eTwinning project - photo blog to show project activity on the Internet, - shared project classroom on one of educational services (edmodo.com) - 25 lesson scenarios, designed by teachers during mobilities on using big data, social networks and cloud computing in different subjects, - 25 presentations, prepared by students, on using big data, social networks and cloud computing in studying and everyday life, - 6 newsletters, prepared by project participants after moblities, - 6 articles in school magazines

The project ‘Smarter…Greener…Safer…’ was to increase practical scientific and entrepreneurial skills of students and equip teachers with innovative and effective teaching methods to support scientific and entrepreneurial education. The project concerned environmental issues as disrespect for natural environment, excessive use of raw materials, energy and overconsumption are problems of our times. Scientific and entrepreneurial knowledge of students is often too theoretical and teachers lack innovative and effective teaching methods. Students proved to be poor at managing time, home budgets, recycling and energy usage, teachers lacked competence in teaching scientific subjects combined with entrepreneurial skills. The project objective was to foster innovative, out-of-box thinking, appealing to young minds who are more and more demanding and not interested in traditional methods used at school and to equip teachers with innovative teaching tools. The project was innovative because it introduced and tested out innovative methods of teaching scientific subjects and entrepreneurial skills (innovative multidisciplinary approach with interconnection between scientific knowledge and entrepreneurial skills to prevent/solve environmental problems). It made use of the newest technological innovations and tools to solve environmental problems using entrepreneurial skills. It emphasised Problem-Based Learning (PBL) and collaborative problem solving as effective tools for creative thinking. The target groups were young teenagers (12-14), for whom entrepreneurial education intermingled with scientific courses was something new and unavailable within the regular school curricula, and Science, English and IT teachers who learned how to put this idea into practice (at least 150 students and 30 teachers). Project partners cooperate closely with local companies and specialists to make the interconnection between environmental and entrepreneurial education most effective. In technology-oriented world, engaging students in designing simple devices, using videos involving peer teaching and use of technological innovations stimulated their minds to perceive environmental issues more practically and attractively. Project activities were a grassroot initiative triggering off new approach and changes in scientific curriculum to make it more practical and efficient. The activities took place at local, regional and international levels. Workshops for teachers on how to teach multidisciplinary entrepreneurial skills (including online ones), workshops for students using activating methods of teaching and studies conducted during mobilities fostered innovative approach to promoting green energy and business ideas in countries with different economic and cultural background, and with diverse eco-systems. Cooperation with local institutions, educational centres and companies enhanced the participants’ practical scientific and entrepreneurial skills and became the basis for future cooperation in the field of environment protection in diverse eco-systems. Transnational project meetings and short-term exchanges made it easier for the target groups to exchange ideas and practical experience, especially that some partners to the project could offer facilities and equipment unavailable to others (e.g. cooperation with EduFor Training Centre, Portugal; status of Apple partner in education, Croatia). Partners to the project face diverse ecological problems, their experience in environmental protection differs a lot, thus international exchange of good practices was the key to success.Tangible results of the project (Greenpreneur’s Book, Green E+Dictionary, innovative lesson plans, GreenSmart Stories) were disseminated at local, regional and European levels to make our ideas available for everyone. A multimedia teaching aid base was made available to all partners and anyone interested in practical scientific and entrepreneurial education through Erasmus+ Project Results Platform, this way sharing good practice and experience within schools, communities and regions, allowing others to learn from it. The project will bring longer term benefits. Activities promoting practical scientific and entrepreneurial skills have become part of school curricula and cooperation with local institutions will be continued. Project online groups remain active making background for further discussions and future cooperation. Students became familiar with culture and natural heritage of other countries and broke down barriers and prejudices between nations. They improved linguistic skills, which facilitates creating new EU program projects in the field of education through exchange of good practices. Above all, the project participants learned that despite cultural diversities we all have the same goal as responsible European citizens – to be smarter …greener…safer…

“ARTIE: Artificial Intelligence in Education - challenges and opportunities of the new era: development of a new curriculum, guide for educators and online course for students” is a 24 month strategic partnership composed of three schools and two organizations dedicated to school education: I. osnovna škola Čakovec (CRO), Agrupamento de Escolas do Barreiro (PT), I Spoleczna Szkola Podstawowa im. Unii Europejskiej w Zamosciu (PL), Croatian Robotics Association (CRO), and Nefinia (NE). In today’s hyper-connected world, artificial intelligence is a vital competence, especially for kids and young people. They need to understand what is behind the screen of their smartphone, how artificial intelligence might be (mis)used and how social media works. Digitalisation is also changing how people work and what skills they need. Labor market has a major shortage of experts in field of AI. A recent report from IBM, Burning Glass and Business Higher Education Forum shows that the number of job opportunities for data and analytics skills will increase by 364,000 to 2,720,000 in 2020. Partners organizations noticed that the education system still did not develop a comprehensive educational resource for Primary and Secondary School level and only a few enthusiastic teachers are self-initiated and teach students about AI.The ARTIE project outline a number of relevant European Commission policy objectives, which remain more valid than ever. These include:-support for high-quality education-improving its relevance-developing Europeans’ digital skills and making them more visible-boosting innovation and digital competences in all education institutions-opening up education systemsThe methodological approach of the ARTIE project is based on multidisciplinary approach, Problem Based Learning and Game Base Learning in order to solve real life practical situation; collaborative problem solving as an effective tool for creative thinking and learner-oriented methodology.The ARTIE will:- introduce and test innovative methods of teaching STEM subjects, robotics and artificial intelligence skills (innovative multidisciplinary approach aiming at interconnection)- make use of the newest technological innovations and tools to solve everyday problems using coding skills- emphazise collaborative problem solving as an effective tool for creative thinking and learner-oriented methodology- use of Problem-Based Learning (PBL) will allow for active learning, better understanding and retention of knowledge- teach students how to solve problems creatively using newly gained experience - promote STEM and business ideas connected with robotic and artificial intelligence through close cooperation with local institutions and educational centers The ARTIE objectives:- the development of a comprehensive curriculum that will provide students in primary education with the early acquisition of knowledge and skills to develop future competences- the development of methodological manuals, teaching plans, examples of good practice that will encourage teachers to teach the latest (rapidly changing) technology- creating an international network of collaborating teachers, sharing experiences- to share experiences and good practices at local, national and international level with teachers from different schools, local authorities, policy makers- provide students with innovative educational content in the field of robotics and artificial intelligence, deepen knowledge and skills, increase interest in jobs of the futureThe project primary target groups are:-students (10-15 years old)-teachers, tutors and counselors The project secondary target groups are:-students and families -local school authorities and policy makersIn total, 540 participants are expected to be directly involved in project activities.Main ARTIE activities are:-Continuous management, assessment and dissemination, including 4 transnational partner meetings-Development of 3 outputs including audiovisual material-3 local Student Pilots on online course for student-4 Local Forums to address transition within the schools and present project results-An international final conferenceARTIE main final result is the “AI-Edu Kit” composed of:-IO1: Artificial Intelligence in Education: A new curriculum-IO2: Challenges and opportunities of the new era: A Handbook for Teachers-IO3: Twinspace - an open window to other educational realities: Online course for studentsAll project outputs will be available online in all partner languages and in English.At least 7500 people will be involved indirectly through a Dissemination Plan. At least 50 Primary Schools will receive the ARTIE AI-Edu Kit for its use and exploitation. Our “Quality and Evaluation Framework” will pin down the necessary measures to ensure that our products are good quality, fulfill their objectives and to evaluate the pedagogical innovations proposed.

The project ‘Personalised Education For Social Activity’ is to combine innovative personalised learning approach with entrepreneurial and social education of students with various educational needs and equip teachers with innovative and effective teaching methods. The main problem the project addresses is that students’ social and entrepreneurial awareness is too theoretical, teachers lack effective teaching methods to support such education. Schools lack tools to deal with differentiated needs of students, those with specific learning difficulties and students excelling at chosen fields. Lack of effective solutions to address learners of various abilities makes it harder to introduce effective education in the field of entrepreneurship and social skills. At the same time, there is growing demand for personalisation of the education process, allowing young people to make the most of their potential and to activate them in community life. The main project objective is to introduce personalised education integrated with entrepreneurial competences, in particular social ones, to groups of varied abilities and strengths. It is to allow them to develop practical entrepreneurial skills and become more active, to foster innovative, out-of-box thinking and equip schools and teachers with innovative tools. Providing personalised learning opportunities on international ground will contribute to best practice exchange. Integrating innovative personalised approach to address differentiated educational needs, will not only ensure the development of basic key competences but it will create an entrepreneurial mindset in project participants. The project is innovative because it will introduce and test out innovative approach to teaching social entrepreneurial skills in personalised school environment. It will make use of the newest technological innovations and tools to create the innovative teaching aid database for partner schools to be implemented and others to follow. The target groups are teenagers (12-14), for whom social entrepreneurial education intermingled with innovative personal approach is something new and unavailable within the regular school curricula, and their teachers who will learn how to put this idea into practice (at least 150 students, 30 teachers). Project partners will closely cooperate with local civil society organisations, educational institutions and specialists to make the interconnection between personalised learning approach and entrepreneurial education most effective. The activities will take place at local, regional and international levels. Workshops for teachers on how to implement personalised learning in groups of varied educational needs, teach entrepreneurial skills (including social ones), workshops for students using activating methods of teaching/learning and studies conducted during mobilities will foster innovative approach to promoting social involvement with the use of social entrepreneurial skills. Cooperation with local civil society organisations, educational centres and companies will enhance the participants’ practical social and entrepreneurial skills and become the basis for future cooperation in the field of responsible citizenship. As project partners’ expertise in fields related to the project is varied, international exchange of good practices is the key to success. The strength of this cooperation lies in the innovative combination of all the elements together: personalised learning, entrepreneurship, social involvement, newest methodologies to activate students of various educational needs. Tangible results of the project (BEST PRACTICE IN PERSONALISED EDUCATION FOR SOCIAL ENTREPRENEURSHIP e-book, ‘You Can Do It!’ educational games, innovative lesson plans) will be disseminated at local, regional and European levels to make sure the project ideas are available for everyone. A multimedia teaching aid base will be available to all partners and anyone interested. Erasmus+ Project Results Platform will help show the outcomes of the project, sharing good practice and experience within schools, communities and regions, allowing others to learn from it. The project will bring longer term benefits. Personalised education will become better known and together with social entrepreneurial elements will become part of school curricula. Cooperation with local civil society organisations will be continued, ensuring effective involvement of young citizens in their community life. Students will become familiar with culture and natural heritage of other countries and break down barriers and prejudices between nations. They will improve linguistic and IT skills, which will constitute the basis for future cooperation. Above all, the participants of Erasmus+ ‘Personalised Education For Social Activity’ project will develop the need to become active European citizens taking responsibility for their social involvement.