The World Economic Forum's research reveals that 5 million worldwide people will transfer their business to robots, and start-ups will focus on artificial intelligence and cloud projects up to 2020. In addition, approximately 50 or even 100 billion devices are expected to communicate with each other. In the near future, it is among the responsibilities of the Ministry of National Education to give direction to the innovative studies in this field by taking some fundamental steps from now on.In Europe, some EU countries develop strategies to reflect their national policies about innovative learning spaces, while some countries consider innovative learning spaces as a priority in education. At this point, although there are different practices in this field both in our country and in Europe, there is no standard for creating innovative learning environments.Within the scope of this project, samples of good practices on flexible learning areas in developed countries at European level will be examined. By this means, it is aimed to provide EU level standardized trainings for innovative learning spaces that will be designed as design and skill labs in Turkey.Therefore, the teachers who will develop innovative applications of innovative learning spaces will attend the trainings on 3 main topics: ICT, pedagogy, and space design. European Schoolnet will develop a methodological framework for the purpose of designing the trainings at EU level. University of Lisboa will be responsible for guidelines for teachers, Pedagogische Hochshule will design scenario-based learning activities, YEĞİTEK will develop evaluation scale and design online platform. Also, designing an online training platform for teacher trainings in order to support scenario-based learning in a multi-disciplinary way is one of the main innovative outputs.11 Pan-European teachers will be trained on multidisciplinary approach of technology, pedagogy and design in the scope of the project. These trainers will provide scenario-based distance teacher- trainings in their own countries on “Designing Future Innovative Learning Spaces” through the platform to be developed. The three main topics of the framework program will be technology, space design and multi-disciplinary pedagogy. Following face-to-face trainings, online trainings will be delivered to 55 Pan-European teachers in Spain, Turkey, and Czech Republic. Those trainers will deliver scenario-based learning on innovative learning spaces to teachers at Pan-European level, reaching minimum 1,750 teachers. For this purpose, it is aimed to receive trainer trainings from the European Schoolnet which has developed a prototype model in order to investigate the good practices in the innovative learning spaces implemented in Europe; and carry out the study visits. Following the trainings, a methodological framework will be developed in order to improve the innovative learning spaces that can be implemented throughout the country. Therefore, sample scenarios for the scenario-based learning studies in the innovative learning spaces and the teacher guidelines for creating scenarios will be prepared by all partners. Moreover a distance learning platform will be developed on EU standards in order to enable these trainings reach a greater audience in both national and European level. This project will supply the need of schools that the innovative learning environments which will be created under the name of design and skill labs will be set up at EU level. Thus, this is an innovative project that associates and accomplishes the implementations in both our country and other partner countries.

"ACTIVE MINDS,MOVING HANDS This project is a KA2 startegic partnerships for sharing good practices. The partner institutions are Aliağa Directorate of National Education, Atatürk Secondary School, Yenişakran Yunus Emre Secondary School, Petkim Primary School, Hasbi Şengül Primary School, Aliağa Kindergarden, Zakladni skola Dr. Edvarda Benese,Scoala Gimnaziala Gheorghe Magheru Caracal,CEIP El Rubial,4th Secondary School Iraklion Crete. Having studied and discussed the STEM Report of Turkish Municipality of Education, the local partners from Aliağa decided to organize a project on STEM and how can it be applied in public schools in Turkey. We chose our priorites which were promoting the acquisition of skills and competences and strengthening the profiles of the teaching profession. First as the local partners, we searched the private schools which applied STEM successfully, we visited their schools and shared ideas with STEM teachers. As a certain description of STEM has not been made yet, we studied and searched the successful applications of it. Then we made a project proposal on e-twinning and school education gateway portals. The international partners were carefully chosen according to their experince on the project theme. Thanks to their experince and the successfull practice they have in their own schools, we could form our partnership. To realize our project and its aims, we concentrated our activities in 7 dimensions.These are: Technological dimension(which mainly includes skype calls,logo contest and coding activities) ; Game Dimension ( creating board games and tangram days for school environment) ; ecological dimension ( recyrcling activities,renewable energy sources and an ecological garden) ; Cultural Dimension( stem song, stem song CD) ; designing and innovation dimension (the update of Erasmus+ project corners with STEM activities, Stem classdesigning, presentations of these designings) ; Social Dimesion ( Home for street animals, manger for birds, voiced tale, embossed book, albhabeth for blingd people); The STEM festival ( a big organized event for all the project products to be shown to the local environment). During the project cycle, we planned to have 4 project meetings and 1 LTTA. Totally 76 people will actively take part in project meetings and the LTTA. Thanks to this project, the Turkish partners are expecting to be ready and equipped for the change in the curriculum which is going to made by Turkish Ministry of Education. Through the fruitful cooperation within the schools , we expect to contribute to the professional development of teachers and the students' basic skills.After 24 months of active communication and cooperation, all the partner schools and the coordinator added a lot to their organizations. The project teachers cooperated, learned,experienced and developped. The acquisition of STEM skills,getting to know the newest educational technologies and equiping the partner schools with the materials necessary for 21st century skills can be listed as the most valuable earnings of ""ACTIVE MINDS, MOVING HANDS"". This project's priorities were promoting the acquisition of skills and competences, strengthening the profiles of teaching profiles.Thanks to the 7 dimensions and the activities planned , we aimed and succeded to implement more effective and innovative learning atmosphere.The project activitieshelped a lot to improve student's social,cultural and foreign language skills as their academic development in basic sciences. As an important part of the project. ICT, web2.0 tools wre used effectively. All the partners affectively used Etwinning platforms and in at the end they applied for Quality Lebel. With the activities set beforehand and eloborated as the experience of STEM improved, the students were able to improve their problem solving skills, they both got fun and found appropriate solutions when they encountered diffrent problem stuations.The project was carried out transnationally: 3 TPMs and 1 LTTA in partner countries: our main aim as to share good practices and we had the chance to create environment in which we learnt a lot from each other. After 2 years of active involvement in STEM education and teaching skills, the partners are now a lot eqipped with both the knowledge and the tangible materials in their schools."

"The project ""Towards the classroom 21.0"" lasted 24 months. It was designed by CEIP Vil·la Romana Infants and Elementary State School, which is publicly-owned and located in Catarroja (Valencia, Spain). Two different linguistic programmes are implemented, in which 557 students are enrolled and learn three languages during their schooling. The staff was made up of 34 teachers, of whom more than 90% have a B2 level of English.Within the priorities of the centre, the internationalization of educational practices and the European dimension of students's training has always played a very important role, mainly due to the language programmes of the school, which includes an experimental programme of teaching in English and another programme in Valencian, where the presence of English exceeds 30% of the school hours a week. The center has extensive previous experience in European projects and has profoundly been involved in Erasmus + for years, developing KA1, KA2 and eTwinning projects.This project aimed at improving and updating teaching methods and strategies, and also being able to adapt ourselves to the 21st century education current. In order to do so, we embraced the initiative promoted by the European Schoolnet with the objective of creating our own classroom of the future (Classroom 21.0).Our organisation needs have been in line with the Erasmus+ programme objectives, which must contribute to achieving the objectives within the Europe 2020 Strategy: we wanted to make lifelong learning and mobility of adults come true by training grounds, improve the quality and efficiency of education and boost creativity and innovation, key elements of our European Development Plan.The main aims of this project were to: RETHINK the role of the pedagogy and methodologies we were implementing, the place of ICT in the teaching and learning process, the learning spaces...; get TRAINED on the application of ICT, mainly on the use of mobile devices (tablets), robotics, augmented reality in school; the competencies of the 21st century and how to develop them in our students; EXPERIENCE new methodologies and strategies, and also PROMOTE a long-lasting change within the classroom, by training teachers and providing appropriate tools and methodologies.15 teachers participated in the proposed mobilities. The profile of each of them was:•to have an adequate proficiency level in the foreign language, preferably with an attested B2 level.•to demonstrate a justified interest in attending a specific mobility.•ability to apply what was learned in the daily practice in the centre.•to have a basic ICT training.No concrete experience was required and did not be considered as a criterion, in order to give all teachers the opportunity to enrol in this training.The activities proposed in this project were:•5 structured courses dealing mainly with the following subjects: digital skills and eSafety; use-evaluation of educational and creative applications; Virtual and Augmented Reality; Robotics; ICT tools in teaching; creation of multimedia content; ICT planning and education.•7 Job-Shadowing mobilities to educational centers in Belgium, Oulu and Helsinki (Finland), Prague, Trondheim (Norway). These observations complemented what was learned in the courses. These centers have experience in Classrooms of the Future, working with computer applications and Ipads on a regular basis, using ICT in an innovative and advanced way: gamification, 3D, etc.This project sought to respond to methodologies in favour of the development of skills necessary for lifelong learning, life in society, appropriate use of ICT, etc. It was necessary to evaluate, internationalize and consolidate the methodological practices that were being carried out, seeking continuous improvement. There had been great interest in developing the European dimension of the school. It was intended to work from varied and current methodologies, with a strong role of the student and ICT. The educational practices observed in the other visited countries were taken as a reference and model, incorporating the most appropriate to our educational reality.In this project we presented the short, medium and long term impact that was expected to be achieved, as well as the indicators that were considered for verification. We carried out multiple dissemination activities that we hope will cause repercussions throughout the educational community, benefiting and favoring innovation. All the experiences abroad, in addition to serving to observe examples of good practices, were useful to create future relationships that could serve as a network of centers that collaborate together on hereinafter projects.With their participation in the project mobilities, the teachers increased their motivation by implementing practical ideas in their classes with what they learned during the mobilities and also developed a deeper knowledge of European cultural and educational diversity. Besides, thanks to the development of this project, students have been enriched by the intercultural dimension that contributed to the participation of teachers both in courses and in Job-shadowing."

Pre-school and primary school (3-12 years old) located in a village that has around 10,000 inhabitants. There are 394 students distributed between two group-classes at each. Our students’ families are from low socio cultural status backgrounds. There are 32 teachers working in the school. The idea of this project arises while doing the Erasmus KA2 project, which ends in August 2018. During this project we have introduced new methodologies (CLIL, Peer-learning, Flipped classrooms). From this experience and its positive impact, due to its good results and the teachers’ commitment, arises the necessity to go further and implement this new measures in the school. Our main objectives during the following 4 years: Internationalize our school, enhance our students and teachers’ ICT skills, and develop our students’ entrepreneurial spirit by working through European collaborative projects, develop students’ personal autonomy and broaden their horizons and allow them to improve their motivation towards learning. Enhancement of our teachers’ and students’ Web 2.0. tools competence, usage of innovative methodologies such as CLIL, Gamified lessons, Escape Classrooms, Webquests, Peer-learning, Flipper classrooms, robotics in Science… In order to achieve this aim we need to train our teachers’ staff in these fields. Having a good command of ICT and new methodologies it is mandatory so as to engage our students. During the first and second term of our first year’s project, we are going to realize five Job Shadowings. The teachers involved in this project are some of the permanent employee and one from the Senior Management Team (management and organisation). Both training courses will be realized during July of the second year and they will last 6-12 days. Seven teachers will be trained, each one of them in a different field of methodology or in the usage of ICT tools and later they will teach the rest of the teachers’ staff of our school. Activities to be done: The year before the beginning of the project: free English language courses at the same school for the teachers who are going to do the training and also for those who are eager to improve their English skills. A promoting team will be created as well. Once we have found the schools where we are going to attend a job shadowing, we will plan the stay in order to take the most out of it. A work plan is going to be done so as to prepare the stay, to evaluate the results, to introduce any necessary changes or recommendations that our partners might suggest us. Before we do the training course (that will last 6-12 days) we are going to work on each methodology in order to widen our vision and knowledge about the field and at the same time knowing in advance what doubts do we have. The following step is the courses and the job shadowing. Once we will have finished, we are going to held observations between teachers so everyone will have the opportunity to learn from the participant teachers in the project. The Senior Management Team will ask lesson plans monthly where there will be reflected the new methodologies. Video tutorials will be recorded at school in order to show and train new teachers in our school and at the same time, to spread our project. Hopefully our teachers will learn enough how to implement ICT tools and new methodologies so as to help the rest of our teachers’ staff apply this knowledge in their lessons. We will continue with our schools’ internationalisation thanks to our new partners and eTwinning projects. Better academic results, higher students’ confidence and autonomy, openness towards other cultures and coexistence. Between mid-term and long-term period, one of the impacts of this project will be the improvement of core subjects and English academic results in Key Competences tests. Our school will benefit from this project as well regarding our academic results and teachers motivation. This methodological change will give us visibility among others schools in our region.

"<< Background >>The Future and Beyond project focuses on two activities - group mobility of pupils and shadowing. In this project, we will be learning how to incorporate a formative approach into our teaching, how to work better with a paired colleague (teacher or assistant). We will also focus on introducing new methods into teaching. This will be mainly about gamification and the cross-curricular approach. We will transfer the knowledge and skills acquired to colleagues in neighbouring schools and schools abroad. The project will also help deepen inclusion in our school. << Objectives >>The project has three objectives. All of them are based on the school's vision, especially the motto ""Preparing pupils for the future"" and ""Creating the best place for pupils"". One of the goals is to improve the English level of the pupils and teachers. Another goal is to introduce a formative approach in teaching. The third aim is to deepen the inclusive approach and introduce new teaching methods - working with paired colleagues, motivating pupils to be lifelong learners and using digital technology in teaching. << Implementation >>The project will include two group mobility activities for pupils and two shadowing activities for teachers. During the mobility activities, pupils will participate in classes at partner schools, introduce their school to their foreign classmates and make video connections with their classmates in the Czech Republic. The teachers accompanying them will work on introducing new methods in teaching (gamification and cross-curricular approach). During the shadowing, teachers will learn how to work with a paired colleague (teacher or assistant) and how to introduce a formative approach to teaching.<< Results >>The expected results are an improvement in the level of English of both students and teachers. Other outcomes are the introduction of a formative approach to the running of the school. New methods such as gamification and the cross-curricular approach will be used in teaching. Therefore, the school curriculum will be adapted. In addition, the cooperation between teachers and their paired colleagues will be improved. The school will become more international - we will become more involved in Erasmus+ and eTwinning programmes."