(see above)

<< Background >>The BIG GAME project addresses the three common needs identified at the European level, which are 1) to promote the STEM approach in learning, 2)to support digital transformation, and 3) to support the fight against climate change. Moreover, the project continues the previous STEM learning related developing work of part of the project consortium, by noticing its weak points and tackling the critical issues with a new pedagogical approach in cooperation with the strengthened partner team.The context of these European-wide needs can be described in detail as follows: Firstable, as interest in studying science subjects has declined across Europe and, according to research findings, learning outcomes have deteriorated, there is perceived Europe-wide recognition of the need to promote and increase the STEM approach in teaching. Although, awakened by this need, quite many individual STEM or STEAM subjects have been created into the secondary school level curriculum e.g. in the Nordic countries, this does not meet the need for extensive and multidisciplinary learning and combining of different subjects for examining various phenomena in the context of sciences. Secondly, as part of digital transformation and the recognition of digital skills being crucial for citizens of current and future society, everyone should gain sufficient basic skills in basic education to master various ICT tools and working methods (e.g. Teknologiateollisuus.fi). Schools and teachers have a tremendous role in this task, as it is impossible to influence the equipment and practices of homes in large populations. However, according to OECD (https://www.oecd.org/skills/piaac/), gaps in the digital skills of European teachers have been identified, as they often do not have the time or the opportunities offered by the work environment to adopt new technology-based ways and methods of learning. There is often too much confidence also in young students' digital skills because they use a lot of technology, especially mobile applications. However, the use of new technology alone does not guarantee the versatile accumulation of digital skills. Those who spend a lot of time on games may still need instruction e.g. in critical information retrieval. (E.g. Valtioneuvosto.fi: Digiajan peruskoulu II loppuraportti 2020).Thirdly, the BIG GAME project deals with the issue of climate change and fighting against it. The values considering the climate are common and shared deeply between the Europeans of any age. Recent international surveys of values for young people (e.g. 2017 Eurobarometer/Flash Eurobarometer 455; the 2017 World Economic Forum Global Shapers Survey) show that climate change, environmental protection and ecological issues are the youth’s key concerns and the most serious questions about the future. Also, the fight against climate change, alongside education, was seen in the eyes of the EU youth as a key task for the EU. As part of the EU climate action and the European Green Deal, the EU itself is fighting against climate change through cooperation with international partners, in the level of its programmes' priorities and actions.<< Objectives >>Referring to the background, the needs, and the context mentioned, the project's objectives are:1) Promoting interest and excellence in science, technology, engineering, and mathematics (STEM) approach to education through multidisciplinary learning and problem-solving related to environmental context, in a form of a serious learning game;2)Supporting digital transformation in schools by providing an online and hybrid learning model as well as digital storytelling approach based methodology and tools to be used in learning and cooperation in digital environments;3) Supporting the versatile accumulation of digital skills of both teachers and 11-16 year old students;4) Raising awareness of environmental and climate change issues and engaging in the fight against climate change through impressive and attitude-shaping immersive learning experiences.<< Implementation >>In detail, during the progress of the project, the following activities will be implemented:During IO (Intellectual Output) 1:1. Defining the BIG GAME game concept and the game world;2. Analysing of the environmental problems/issues addressed; 3. Development of the imaginary game world of the BIG GAME;4. Development of the STEM learning model, game rules and the competition of the BIG GAME;5. Mastering of the game during piloting in the digital game environment.During IO (Intellectual Output) 2:1. Defining the BIG GAME digital storytelling approach;2. Analysing the existing experiences and good practices on how to construct digital storytelling scenarios in STEM education;3. Analysing the existing experiences and good practices on how to assess digital storytelling scenarios in STEM education;4. Development of a set of story-driven STEM learning scenarios on environmental issues;5. Development of the handbook and the toolkit on Digital Storytelling Approach in STEM Education.During IO (Intellectual Output) 3: 1. Setting of the digital bank for the environmental STEM learning objects designed and developed in the project;2. Defining the planning and piloting organisation and the criteria for assessment of the BIG GAME competition;3. Definition and implementation of the training campaigns for the european contest implementation;4. Organisation and management of training events to assist the participating teachers with the project activities;5. Continuous updating and increasing of story-driven learning objects in the digital bank.<< Results >>The main results will be as follows:- The BIG GAME Learning Concept and Model- Handbook and Toolkit on Digital Storytelling Approach in STEM Education - Digital Bank of Environmental STEM Learning ObjectsThe envisaged impacts on the target groups are as follows: Concerning 11-16 year old students: - the interest and excellence in (STEM) approach to education has increased through multidisciplinary and game-based online learning model and digital storytelling approach- the versatile accumulation of digital skills has increased via participating in the project’s activity- the awareness of environmental and climate change issues has increased- the immersive learning experiences have affected the attitudes towards climate change issues in the positive wayConcerning secondary school teachers:- the interest and excellence in (STEM) approach to education has increased by the teaching method provided by the new pedagogical multidisciplinary and game-based online learning model and digital storytelling approach- the ability to respond to the digital transformation in school has improved by the new pedagogical model of online and hybrid learning and easy-to-use, versatile digital tools for learning, teaching and co-development- the versatile accumulation of digital skills has increased via participating in the project’s activity

‘Big Issues in Small Hands’ is the project whose key belief is the conviction that future starts today and that our students will soon have to face the relevant matters of everyday life. The project make them realize that they can actively participate in the life of school and local community and that their initiative matters. Now the core of their interests is school, sport, arts and crafts, computers. Thanks to our project they will understand how these can be used as effective tools dealing with global issues such as politics, profession, business, charity, interests and free time.Our partnership consists of six elementary and secondary schools. Some schools are small and located in small villages, other are situated in big cities. The coordinating Czech school is the Regional Consulting Centre for School Parliaments. The Greek school promotes healthy diet and local products. Tartu International School in Estonia values co-operation and parental involvement and multicultural awareness. The Polish school’s objectives foster students talents and potentials. The French support charity and work for Burkina Faso. The students of Kumport Secondary School in Istanbul achieve numerous success in national sport competitions. By taking active part in the school parliament our students will develop democratic attitude and the skill of decision making in the school environment. The unique possibility of collaborating with the parliaments of partner schools will give the students a sense of unity and importance. Thanks to organizing and participating in charity events (‘Sports Relief’ or the auctions of their crafts) the students will develop empathy and learn how to use their skills and talents to help the ones in need. We also intend to raise students’ self-confidence by making posters ‘The Best Product Me’ and emphasize the link between today's education and future professional success. The workshops with the bank ‘All about Money’ will improve the children’s finance management and give them an opportunity to use it in practice while organizing a school trip. An important part of our project is not only to discover new things about other countries, but to teach children about local traditions within their own countries. By self-discovery of traditional stories, popular games and local artistry, traditional food students can take the responsibility of teaching their culture to other students across Europe. And most of all, we wish the activities are not only educational but enjoyable. We believe that our project will provide our children with a unique and memorable opportunity to make lifelong friendships while visiting other countries, communicating in English and working with children the same age in different parts of Europe.