WAR IN FILMS – DIFFERENT ATTITUDES AND PERSPECTIVES
Age group: 12-18
(Proszowice): Szkola Podstawowa nr 2 w Proszowicach Poland
(Karditsa): 1o EPAL KARDITSAS Greece
(Tamsalu): Tamsalu Gymnasium Estonia
(Efeler/ Aydın): AYDIN TICARET BORSASI BILIM VE SANAT MERKEZI Turkey
(Mechelen): Sint-Romboutscollege Belgium
The horrors and consequences of WW2 have affected all partner countries and have found a way into their literature and film industry. It is also interesting how the problems have been depicted during different periods in the history of the countries. Moreover, according to the UNESCO report about “Global Citizenship Education”, while the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability. Unfortunately, these developments affect all European countries and are issues that need to be addressed in education.
This project aims to:
– increase understanding of the consequences of war on economy, society, people and culture and instil more positive attitude towards the European Union and the EU values;
– improve basic and transversal skills, particularly: social, intercultural and language competences, critical thinking, digital skills and media literacy;
– improve understanding of history, the different periods in the history of their countries and the whole Europe.
– enable to better understanding of the historical developments in the 20th and 21st centuries
Age group: 12-18
(Bensheim): Goethe-Gymnasium an der Bergstraße Germany
(Tamsalu): Tamsalu Gymnasium Estonia
(Rudniki): Zespol Szkolno-przedszkolny im. Jana Pawla II Poland
(Karditsa): 1o EPAL KARDITSAS Greece
(Eyüp): Alibeykoy Mesleki ve Teknik Anadolu Lisesi Turkey
The title of the project implies the challenges and opportunities for young people in a united Europe. Taking into account the different rates of youth unemployment in the countries participating in the project, it becomes clear that it will take a concerte effort here. The youth unemployment rates in Poland, Estonia, Greece and Turkey show, in comparison to Germany, that here action is needed. In the context of today’s increasing unemployment rates, partly resulting from the difficulty of graduates to find workplaces in accordance with their interests, abilities, skills, personality traits, this project meets the needs of young European citizens in secondary schools to find a suitable career path and make the right career choices in full self-awareness and having access to information regarding the general economic environment of the European labour-market.
The project also targets the development of students’ entrepreneurial skills and offers them opportunities to connect to universities, local/regional/European institutions or private companies with the same scope. The project plans to develop students’ adaptability to the European labour market, analyse their own marketability, increase their flexibility and align to the concept of lifelong learning and flexible career options.
DON’T BULLY ME, DON´T DISCRIMINATE AGAINST ME, I AM WHO I AM, INCLUDE ME!
Age group: 12-17
(ICOD DE LOS VINOS): INSTITUTO DE ENSEÑANZA SECUNDARIA NICOLAS ESTEVEZ BORGES Spain
(Tamsalu): Tamsalu Gymnasium Estonia
(Volos): 5TH LYCEUM OF VOLOS Greece
(Milton Keynes): Stantonbury International School England
(Lužec nad Vltavou): Elementary School Lužec nad Vltavou The Czech Republic
(Lublin): XXVII Liceum Ogolnoksztalcace im. Zeslancow Sybiru w Lublinie Poland
The project will try to make students understand that their beliefs and customs are neither better nor worse than those of others, but different; that we have to promote equal relationships preventing gender violence; that there is real inclusion in schools, eliminating barriers and that we must raise awareness and promote the appropriate and responsible use of new technologies among students.
-raise awareness of the importance of coeducation and prevention of gender violence in adolescence, banishing discrimination and sexist behaviour;
-promote education in values and tolerance and unity in diversity, respecting freedom and rights and attitudes such as cooperation, respect and dialogue;
-defend and practice inclusiveness in school and in life, guaranteeing equal opportunities and compensating social, cultural, economic and personal inequalities, motivating disabled pupils;
-use ICT responsibly, avoiding addiction and preventing illegal acts due to improper use;
-provide schools with the protocols;
-detect, act and eradicate bullying;
-expand collaboration between schools, giving them an international dimension. Enrich experiences through the exchange of ideas, reinforcing creativity and innovation;
-know, live and commit to European cultural heritage appreciating its value and diversity.
Safe schools for all – teachers transforming societies (SAFER)
The overall objective of the project is to introduce innovative co-creative approaches to dealing constructively with issues of hate speech, discrimination and racism and how can teachers create safe space for social transformation in primary and secondary schools. By improving the skills and competencies of teachers to identify hate speech and discriminatory practices and behaviour, to manage and deal with tensions and transform hateful language and behaviour of pupils. we seek to improve the quality of education in participating countries and to enable the teachers to demonstrate that social inclusion, safe space and meaningful participation of all young people is practically possible in complex and conflicted contemporary societies.
RAUHANKASVATUSINSTITUUTTI RY INSTITUTET FOR FREDSFOSTRAN RF Finland
Drustvo Parada ponosa Slovenia
Tamsalu Gymnasium Estonia
NK (Young people to schools) Estonia
MONDO MTU – NGO MONDO Estonia
Educational department of Kokkola Finland
Tamsalu Gymnasium – a school with a sense of teamwork among staff members
At the end of the project, there is a motivated and cooperation-oriented team whose principles of mutual learning and cooperation and shared community values are described in the development plan for 2018-2020.
More about the project here. HOOBY
LTT ja Tamsalu valla noored
The general aim of the project is to promote learning natural sciences, exact sciences and technology among young people in Tamsalu.
More about the project here.
Each year Tamsalu Gymnasium organizes a World Education Week: presentations of different countries of the world, benefit performances and charity bazaars. The money raised is meant to support the students of Munganga Secondary School. The spring of 2017 was the time when the school started to raise awareness of Fairtrade issues. More about the activities here.
Inclusion of the local community in the curriculum development and implementation.
January – October 2017
The aim of the project is to create purposeful and sustainable relationships with the enterprises in Tamsalu, in order to involve them in the process of advancing new approaches in art and technology subjects in basic school and career education in secondary school. The supporting forms of cooperation created with local enterprises aim to make learning closer to life and enable the local enterprises influence students’ career choices, which influences the sustainability of the area.
Read about the project activities here: Kogukonna kaasamise projekt
Last year’s course of the project here:
Photos about a visit to Oruveski farm are available in the picture gallery.
ERASMUS+ PROJECT 2017–2019
INTEGRATION OF NEW TECHNOLOGIES INTO CLASSROOM (age group: 14–17)
The main aim of the project is to involve students more in the learning process using ICT and that way improve their academic progress. The project intends to make students realize what it means to be a European citizen and give them a chance to face different ways of thinking, values and beliefs.
The project focuses on raising students’ motivation, which leads to improved academic progress; and promoting intercultural communication.
The topics of the project are related to ICT, English, Maths, literature, religious education and civics.
The use of ICT is the prerequisite as well as the purpose to get together and work cooperatively as the computer seems to be a common medium of communication that does not depend on the ethnic background.
The objectives are: to involve students in their own learning with a view to attaining better results and becoming more motivated, to develop students’ transversal skills – numeracy, computer literacy, critical and creative thinking, personal and social capability, to develop intercultural understanding and acceptance, to have better knowledge of other cultures, to develop communication skills in English, to promote European values and develop cohesion among European citizens.
The students can develop their knowledge related to using the ICT to create their own interactive lessons, making book trailers, creating online quizzes and in digital art. There is direct communication between different cultures and the medium of communication is English. It is possible to gain experience how to adapt and develop self-awareness skills.
The project gives a perfect opportunity to experience multicultural Europe and learn to understand cultural difference.
- Germany: Goethe-Gymnasium an der Bergstraße
- Estonia: Tamsalu Gümnaasium
- Greece: 1o EPAL KARDITSAS
- Italy: Istituto Statale di Istruzione Superiore “Fermi-Mattei”
- Turkey: Alibeykoy Mesleki ve Teknik Anadolu Lisesi
Project website: INTEGRATION OF NEW TECHNOLOGIES INTO CLASSROOM
Transnational teaching, learning and training activity in Greece
The students of Tamsalu Gymnasium participated in the 3rd international learning, teaching and training activity of the project Integration of New Technology into Classroom, which took place in Kaditsa, Greece. The general topic of the activity was the use of different applications in creating literature lessons. The focus was on ancient Greek literature and modern youth literature, as well as the contemporary authors in each country.
On the first day, the participants had a tour of the school. Mr Papaioannou and his student team, presented the seismograph of 1st EPAL of Karditsa, a project awarded by the President of the Republic. The students of 1st EPAL with students of Karditsa Music School gave a concert with contemporary and traditional songs and the folklore group performed a number of traditional dances. After the coffee break, the workshop started and the participants of two countries (Greece, Estonia) presented their two literature lessons they had prepared using PowToon. The participants watched the lessons and gave feedback to each lesson by using apps like Kahoot, Quizziz, Mentimeter.
On Tuesday morning, the Italian group and the two German groups presented the literature lessons they had prepared using PowToon. After the coffee break, the participants visited the Apollo Temple and had a sightseeing tour of Plastiras Lake. At the Environmental Education Centre, they learnt about the work done by the centre, saw energy-saving and mild energy-related constructions and attended a workshop on new technologies used in teaching environmental issues. Next, they visited the monastic community of Meteora, a monument of world cultural heritage, protected by UNESCO. After lunch, they visited AKETH, an Educational Center that deals with robotics and European Programmes.
On Thursday, the students participated in the workshop in which they learnt Animoto, a cloud- based video creation service. After lunch the partners had a presentation about new technologies in wood and furniture design technology and also visited the labs and facilities of the university where they had the opportunity to have a workshop in 3D printing. After that, the participants went back to school and te students created a video about the memories of their visit to Greece using Animoto.
On Friday the participants visited the Archeological Museum and the Municipal Art Gallery of Karditsa. They also visited the Town Hall, where they had the opportunity to meet the mayor. The evaluation forms were filled in electronically and the project meeting results were collected to be uploaded on the project website, e-Twining and Facebook. In the afternoon the students learnt traditional Greek dances.
During the final evening, to the participants received the certificates. The headmaster of 1st EPAL of Karditsa gave each teacher and student some traditional local products to remind them of the training activity and the project.
ERASMUS+ PROJECT 2017–2019
YOUNG ENTREPRENEURS – LEARNING BY EXPERIENCE (age group 15–19)
The main priority is to encourage and provide the opportunities to acquire skills and competences, in particular in such important fields as entrepreneurship, social entrepreneurship, ICT, intercultural competences and linguistic skills.
The project is based on practical and mutual learning.
The project covers a variety of topics: entrepreneurial learning – entrepreneurship education, ICT – new technologies – digital competences, intercultural/intergenerational education and lifelong learning.
The aim of the project is to provide the students with extensive knowledge in order to start a business in their hometown, motivate, and inspire them to understand what is possible to do on a local level. In addition, they are motivated to get education and acquire ICT important for their future. It is also shown that moving to a city or emigrating to a foreign country is not a solution. It is important to study and share experiences with their peers from other European countries and see how they tackle the similar issues. That kind of communication leads to new international contacts that can be an advantage to future businesses. Students have the opportunity to acquire knowledge about what they can do for their local community, what ideas they have for social entrepreneurship. Such topics as cultural diversity, tolerance, stereotypes and prejudices, integration and social inclusion are also discussed.
- Latvia: Mazsalacas Vidusskola
- Portugal: Escola Básica e Secundária de Moimenta da Beira
- Belgium: Sint-Romboutscollege
- Estonia: Tamsalu Gümnaasium
- Greece: 4o GENIKO LYKEIO VOLOU
Introduction of schools: videos
Transnational project meeting in Portugal, Moimenta da Beira
The first transnational meeting of Erasmus+ project Young Entrepreneurs – Learning by Experience took place in Portugal, Moimenta da Beira from 23 to 27 October. During that meeting the schedule of the project activities and the assessment forms were discussed. The participants got acquainted with the school and Moimenta da Beira, visited Regua and Duoro region, which is a UNESCO World Heritage site since 2001.
The partners learnt more about each other and are ready for an interesting and challenging two-year period of cooperation.
Transnational teaching, learning and training activity in Greece
The students from Tamsalu Gymnasium took part in the first transnational teaching, learning and training activity in Greece between 20 and 27 February 2018 the topic of which was intercultural communication, integration, overcoming of stereotypes, and the central theme was social inclusion.
The group reached Volos on Tuesday evening and the working week started on Wednesday. The participants were greeted by the head teacher and then the students had icebreaking activties to learn more about each other. The activity on that day was to learn how to make soap in the chemistry lab. Tony was the one who took part in soap making.
On Thursday the participants visited the Environmental Education Centre of Makrinitsa and attended an environmental seminar. As the topic was social inclusion, the participants visited ARSIS, an NGO that hosts immigrants and refugees, works with street children, and young delinquents.
We could talk to boys from Afganistan and Pakistan and hear about their future plans.
Friday started with a visit to the Town Hall, where we could improve our knowledge about the history of Volos starting with Argonauts and finishing with the present day. The next visit was to the Archaelogical Museum, where the illustrations from history books or jewellery seen in films became reality. The day was finished with a seminar at Epsa, a factory producing beverages. The seminar was about the history of the company, production technology, marketing and advertising. In the evening we visited a cafe that employs disabled people. The cafe has gained popularity in town and the owner is considering the idea of opening another cafe of the same kind.
On Saturday there was a trip to Meteora to admire the unique geological structure and see the monasteries.
Despite the rain, the view was fabulous. The area is on the UNESCO World Heritage Sites list. In addition, we visited the Meteora Digital Museum where it was possible to watch a 3D-overview about mythology, monasteris, culture and history. The Natural History and Mushroom Museum gave an overview of the Greek fauna and flora and mushrooms. It was possible to taste and buy products made of mushrooms.
Sunday was a family day, but teachers visited Mount Pelion (according to mythology this was the homeland of centaurs) and the surrounding picturesque villages. Multinational groups worked together in the afternoon reflecting on what was learnt during the week, and setting goals for the next period. During the final evening the participants danced sirtaki and kaerajaan.
The project week finished on Monday when we visited Athens. Acropolis was really impressive and the view of the illuminated buidings at night made everybody wish to return someday. Saying good bye at Acropolis brought tears to our eyes, but there are new meetings ahead.
Despite the long journey to the destination everything went smoothly. It was exciting to see Greece, its culture and magnificent sights seen in history books so far. Greek cuisine was delicious and to my taste. My host family was really caring – nothing better to wish for. The more so, as the family’s favourites were Estonian sweets (“Mesikäpp“), the wonderful family won my heart.
The project trip to Greece was an experience – especially because of the people and the culture. Thanks to the chance that I stayed with a local family for a week, I could be part of their day-to-day routine and got a better understanding of what everyday life in Greece is like. Noteworthy were the visits to Acropolis and Mount Pelion. Having spent seven days in Greece, I must admit that I returned with an expanded worldview and a whole lot of international acquaintances.
The project trip gave us all a fantastic opportunity to learn about a new culture, different people and way of living. Greece is an extremely beautiful and interesting destination and this is also because of the people, as the local people were very hospitable and positive. I learnt about how the project theme – entrepreneurship – is dealt with in other countries. In addition, it was a good opportunity to improve my English skills and work together with many people from different cultures.
Thanks to the project I learnt a lot about Greek culture and their way of living. I experienced what it is like to live with a Greek family, visited a Greek school and saw the difference between Estonian and Greek schools. Thanks to the Erasmus+ project I became acquainted with new people, improve my English and worked together with students from different countries, which developed teamwork skills. I also saw the picturesque nature of Greece, visited several museums and sights, broadened my mind and expanded my worldview.
Transnational teaching, training and learning activity in Latvia
The second transnational teaching, training and learning activity of the Erasmus+ project “Young Entrepreneurs – Learning by Experience” took place in Mazsalaca, Latvia from 4 to 10 May. The participants were students from Belgium, Greece, Estonia, Latvia and Portugal.
As the aim of the project is to obtain extensive knowledge to start a business in one’s hometown, and to show what is possible to achieve at the local level, different Latvian enterprises were visited. Students had a chance to see a starch factory and berry cultivation, grain farming, weavers and carpenters. In addition, students participated in soap- and candle-making workshops, which were organised by students from Mazsalaca. In Sigulda it was possible to make jewellery and go sightseeing.
The students were hosted in local families and it was a positive experience. As Kenten Kivioja said, the so called “foster family” was very friendly and helpful and during his stay he really felt at home there.
The project is based on mutual learning and learning by doing. According to Rene Põldmaa, by participating in group work, it was possible to share experiences, improve their English and team work skills and learn something new about other countries.
During the project meeting, an overview was given what students had done during the project so far and what were the plans for the next period.
The students will set up a student company and they will work together with Porkuni school, Oruveski farm and Vao Accommodation Centre to start their production and improve their knowledge and practical skills.
The next transnational teaching, training and learning activity will take place in Portugal in October.
Transnational project meeting in Tamsalu (29 June – 4 July 2018)
Tamsalu Gymnasium hosted the 2nd transnational project meeting of the Erasmus+ project “Young Entrepreneurs – Learning by Experience“.
The participant teachers from Greece, Portugal, Belgium and Latvia arrived on Friday, 29 June and left on Wednesday, 4 July.
During the meeting the participants had the oportunity to visit and learn about the school, see the sights in Tamsalu and in the surrounding area. They visited the Limestone Museum in Porkuni, the Pure Water Theme Park and Võhmuta manor.
On Sunday they could look around in Rakvere Castle and on Monday they went on a trip to Käsmu Marine Museum and Palmse, Sagadi and Vihula manors. The guests learnt about Estonian history, culture, nature and Sagadi Nature School.
The four days were busy and full of work: the participants reflected on the results of the first year of the project and discussed the learning, teaching and training activities that took place during the year. The evaluation of the previous year’s activities was also analysed and the goals and plans for the next project year and the learning, teaching and training activity in Moimenta da Beira were set.
More information: http://escolasmoimenta.pt/blog/erasmus-ka2-young-entrepreneurs-learning-by-experience-mobilidade-a-estonia/
Transnational teaching, training and learning activity in Moimenta da Beira, Portugal
From October 1 to 9 five students of grade 12 had the opportunity to participate in a learning, teaching and training activity of Erasmus+ project „YOUNG ENTREPRENEURS – LEARNING BY EXPERIENCE“ in Portugal. The host of this meeting was Escola Básica e Secundária in Moimenta da Beira.
The topic of the activities was social inclusion. Our students introduced the English version of the school website and gave an overview of the new starting student companies. Like in Latvia, the students had a chance to get acquainted with the local businesses. The students visited a granite and wine factory and a local apple processing factory. The programme was quite intense – the local sights and attractions offered excitement for several days.
Eliis-Meredy: The most memorable places were vineyards and amazing views. The crème de la crème was the warm weather. The warmth – having in mind the weather as well as the warmth that the people radiated. In addition to vineyards, I have great memories of the visit to the adventure park. We managed to pass three tracks and that gave us a real adrenaline rush.
For Anella, Portugal and its nature were simply stunning: Quinta da Pacheca vineyard enchanted me so much that I’d like to get married there! We had a traditional Portuguese picnic in the other vineyard, which was closer to our hometown, and it was great to pick grapes ourselves. The views of Douro Valley were fabulous!
Lisanne: At first I was a bit scared to stay with the host family but I’m so happy that I happened to stay with that very family. I have another family in Portugal now, and I’m planning to visit them in the future. The whole Erasmus+ group became really close during the trip.
On the last day, the students made presents for the disabled people’s centre in Moimenta da Beira. The presents were given to the residents during the visit to the centre. After that the students and teachers were invited to a concert by the local school band and the audience could hear several well-known Portuguese songs.
Finally, the groups discussed what they had learnt about social inclusion and which cultural differences they had noticed during the time spent in Portugal. The students admitted that at first they had a culture shock, but the learning activity in Portugal was a valuable experience having in mind the fact that it was a learning experience during which they could try new things and share experiences. Last but not least, they could make new friends and enjoy the beauty of Portuguese nature.
The next LTTA will be in January and then we will welcome the guests in Tamsalu.
G.A. STEM – ENCHANCING STEM SKILLS THROUGH ARTS AND MINI-GAMES
STEM is a curriculum based on the idea of educating students in four specific disciplines —
science, technology, engineering and mathematics — in an interdisciplinary and applied
The main results will be as follows:
– Framework to integrate Art in STEM using digital games
– ART and Mini-Games Course
– Outputs and Recommendations on arts and mini – games in STEM Education
The project is aiming at introducing ART to ensure the development of STEM skills in 13-16
years old students reinforced by the use of the technology will contrubuite to:
1. reinforce teachers skills in the use of ARTs as development of creativity in their students to
promote their interest in STEM (Science, Technology, Engineering and Mathematics)
education and consequently in scientific careers;
2. improve STEM education through the discovery of the connections between ARTs and
reality by supporting of the creativity development in 13-16 years old students;
3. recombine in a new way the application of the technology and ARTs to the STEM (Science, Technology,
Engineering and Mathematics) education through the development and design of mini-games and game assets.
The partnership includes 8 partners from 4 countries (Finland, Estonia, Italy, Belgium).
University of Turku (FI)
Tallinn University (EE)
Pixel Association (IT)
Tamsalu Gümnaasium (EE)
I. C. Maria Montessori (IT)
Rieskalähteen koulu (FI)
The envisaged impact on the target groups is:
– concerning students: improve STEM skills through the use of the Arts and mini-game design and
development; discover the attractiveness and a new interest derived from the discovery of
"challenges connections" between STEM and reality through the artworks; learn STEM through the
valorisation of cultural heritage coming from the promotion of art-works in every partner country
– concerning teachers: -provide them with needed skills on how to integrate in STEM education the
use of the Arts and digital games through multidisciplinarity and interdicsiplinarity of pedagogical
tools for the development of student creativity and problem solving skills; improve teaching
processes through the valorisation of cultural heritage.
OUR INTANGIBLE HERITAGE, A VALUE FOR THE FUTURE
Age group: 12-17
2018 is the European Year of Cultural Heritage. The aim of the project is to address this issue from the school perspective – what schools can do about it and what the study of this subject can contribute to the school. The focus is on the intangible heritage, which provides great cultural richness.
The project that aims to address several important problems:
– The great atomization of the families, with less time and spaces of contact and communication has an impact on the education of children, which affects the functioning of the school, since is expected that school assumes functions of education in values and attitudes that are not carried out at home.
– There are very few collective play activities among teenagers. This entails fewer relationships between them and there are no group bonds, with the loss of emotional and social integration, and also promote a more sedentary lifestyle.
– Ignorance of the cultural heritage prevents it from being valued. Not only the adaptation to the environment, sustainability, creation of bonds in the community, artistic expressions, knowledge of one’s own roots, … even direct economic effects, such as the promotion of sustainable and quality tourism.
Through 5 main activities and 4 learning, teaching and training activities the project will address some crucial aspects of learning, development of students and their training as adults and as future citizens in a changing society:
– development of the autonomy and “learning to learn” competence of students, necessary for lifelong learning, and their communicative skills;
– to promote intergenerational communication and improve affective education, values and attitudes;
– to enhance social integration;
– to combat sedentary lifestyle;
– to establish links between the participating students.
The project also addresses important objectives for the school and the educational community:
– to generate new dynamics of school organization;
– improvement and modernization of teaching methods;
– to get the participation of the entire educational community in the Erasmus+ project;
– better coordination between school staff with the cultural environment;
– to exchange good educational practices and development of project-based learning.
– increase in cultural actions related to intangible heritage;
– preservation of the intangible heritage through its better knowledge and the dissemination of recordings related to it;
– to value of the cultural heritage as a source of knowledge, inspiration, dynamisation and current wealth;
– to promote the European spirit.
A traditional game
Students investigate through their families and learn a traditional game to play it. Descriptions and rules will be developed and shared.
Folklore and oral transmission traditions
Along the regular classes they will learn about this topic; bring grandfathers to tell stories about old times. Students will record it, to write it down and draw about the story.
A local map on Google will be elaborated with the location of mythological places, with their traditional names, pictures and a review of the history linked to the place.
1. Spain (Pobra do Caramiñal): Ies De Pobra Do Caramiñal (general secondary), the coordinator of the project
2. Greece (Karditsa): 1o EPAL KARDITSAS (vocational secondary level)
3. Turkey (Konya): MEHMET MUNEVVER KURBAN ANADULU LISESI (general secondary)
4. Estonia (Tamsalu): Tamsalu Gymnasium (general secondary)
5. Portugal (MADALENA DO PICO): Associação para o Desenvolvimento Local da Ilha do Pico
Transnational project meeting in Pobra do Caramiñal, Spain
The first transnational meeting took place in Pobra do Caramiñal from 11 to 17 November, during which the schools introduced themselves and their cities, and planned the LTTAs for the next two years of the project. The partner school shared their experience in project-based learning.
In addition to the busy days planning the LTTAs, the participants went sightseeing too and saw Finisterrae, the old town and the cathedral of Santiago de Compostela, which is the World Heritage City by UNESCO from 1985, MUPEGA museum and Boiro.
In the afternoon, the participants had a good time with students, families, cultural associations and traditional dance and music groups. Now the focus is on
- grandparents’ storytelling and recording their tales about the past;
- traditional games;
- mythological places to be ready for the LTTA in Greece in April.
CO-CREATE PEACE AND SUSTAINABLE FUTURE
The Artmile International Collaborative Learning project
The project is organized in the perspective of the TOKYO 2020 Olympic and Paralympic Games, by the NGO Japan Art Mile (JAM), in cooperation with the Japan International Cooperation Agency (JICA) and with the support of the Japanese ASPnet National Coordination and ASPnet International Coordination.
The project targets ASPnet primary, secondary, technical and vocational schools and Teacher Training institutions from all 205 countries participating in the 2020 Olympic and Paralympic Games. One school from each country will partner with a Japanese school in order to learn interactively and collaboratively about the 17 Sustainable Development Goals (SDGs) in 2019. In 2020, students will select a specific SDG theme and undertake research to discuss what they can do to achieve the goal. The learning outcome will be a jointly created painting/mural (a big picture of 5-12ft or 1.5-3.6m)! In 2020, the murals will be displayed at Artmile Exhibitions to celebrate TOKYO 2020 Olympic and Paralympic Games and send peace messages to the whole world.
NEW FORMS OF ACTIVISM
Estonia (NGO Mondo)
Four students from Tamsalu Gymnasium participate in the project concentrating on the promotion of Fairtrade.
AUGMENTED REALITY – A USEFUL TOOL IN TEACHING. KA1
6 November 2019 – 5 November 2020
Hosting partner: MPIRMPAKOS D. & SIA O.E., Karditsa
The project has been planned based on the needs teachers have to acquire knowledge, skills and experiences on a series of subjects having to do with the use of innovative methodology and approaches, such as Virtual/ Augmented Reality, with which trainees will enrich their professional practice.
The objectives of the project:
In terms of knowledge:
- the teachers to meet new tools which will enrich their educational process
- to get to know the basic principles of Virtual/Augmented Reality
- to be able to explain the concepts of Virtual/Augmented Reality
- to name the programs used to materialize these applications
- to recognize applications materialized using programs of Virtual/Augmented Reality
- to understand that the utility of VR/AR is defined by the quality and eligibility of the model designed or used -to explain the necessity to use such applications
- to recognize that VR/AR offers experiential learning
- to recognize the value of quality and innovation in the educational process
- to be introduced to another country’s culture
- to immerse in other European educational systems so as to adopt a European philosophy in the educational process.
In terms of skills:
- to plan their teaching incorporating new tools
- to use programs with which they can materialize VR/AR applications
- to create themselves VR/AR applications
- to present these applications in the context of the educational process
- to assess the eligibility of the chosen model
- to check the learning results of experiential learning offered by VR/AR using simulation of real environments
- to produce notes to be disseminated
- to become familiar with the use of the English language to communicate with colleagues and co-operators in a different European country.
- to become familiar with multiculturalism by having a direct contact with people of different cultures.
In terms of attitudes:
- to adopt a positive attitude in using applications of VR/AR
- to prefer using VR/AR applications where it is considered to contribute positively to the learning process
- to appreciate the benefits of using the new tool in the educational process
- to urge their students to be actively implicated -to cooperate with their co-workers in the creation of VR/AR applications
- to urge their co-workers to use such applications
- to adopt a positive attitude for the value and importance of continuous training, broadening and updating their knowledge
- to make teachers feel more complete and effective in their role -to make them feel as European citizens