Across Europe, exhibitions are used as a common educational practice to enhance learners’ critical thinking, problem solving and reflection. Although visiting exhibitions has positive learning value in a diversity of structures (outdoor, museums, temporary exhibitions, etc) or settings and on a large variety of topics (art, history, sciences, etc), it is by definition a learning process that remains fairly passive as the experience is based on following a path of discovery decided by somebody else, the museum curator. This passive aspect is not optimum as a learning process and creates major differences in the reception and the integration of the learning: some students, often the most successful or the ones with the highest cultural capital, might engage while it is very frequent to lose many others that do not connect by themselves with the exhibition. With the evolution of knowledge and of the population, it becomes obvious that it is essential to provide young people with more meaningful experiences and learning.That is why we are convinced that it possible and useful to make the exhibition an active experience. At the same time, we wish to benefit from the development of technological means such as the multiplication of terminals and publication of classical art work online, to allow learners to be the designers of their own exhibition using digital tools in a meaningful and innovative non-formal approach to learning. The goal of the project is therefore to put the learners truly at the centre of the exhibition development process to maximize their learning and interest through a project-based learning activity: co-curating an exhibition. Indeed, developing and (co)creating an exhibition is a comprehensive process that adds value in young peoples’ learning and personal growth, as it offers real opportunities to acquire and use knowledge to generate ideas and present things in a unique way. Accordingly, VX Designers’ objective is to create a methodology to make the most of exhibitions as a pedagogical tool to develop student’s skills in an inclusive way (specific learning disorders, cultural differences) and to provide teachers and students with the tools to create their own virtual exhibition for learning. Our target is learners who would benefit from learning through the exhibition design and curation experience, and teachers/trainers, whose skills we wish to support and strengthen in order to facilitate this innovative approach to the teaching and learning process. Project partners decided to focus on secondary education students and teachers, and make a positive impact through this project’s activities and results on young people’s skills and key competences needed on the XXIst century market, such as searching for creative solutions, planning and analysing, problem-solving and digital skills. In practice, we intend to reach these results by developing a set of tools that will support teachers in implementing an innovative pedagogy with the use of exhibitions, and provide them with guidance and training material to help them create exhibitions to facilitate their student’s learning and needs. Also, the project has the ambition to equip the teachers, educators and museum professionals with tools and knowledge that will allow them to invite the young members of their audience to the process of creating co-curated exhibitions while developing their technical and ICT skills and encouraging inclusive digital exhibitions creation for practical use tailored to their classrooms’ needs. To do so, VX Designers project will produce the following OER:1)Exhibition and school guide2)Exhibition generator Platform3)User guide for virtual exhibitions creation 4)Pedagogical guide5)The exhibitions design and their pedagogical sequencesAll the OER will be developed, tested and adapted during the project. As all OER will target teachers and learners, they will be translated from English into the 4 languages of the partnership (French, Polish, Greek and Spanish). They will also be verified by specialists to ensure that they are as inclusive as possible for learners with specific learning disorders and will be tested in diverse environments and with different social, economic and cultural backgrounds to ensure cultural accessibility and inclusiveness.

"<< Objectives >>The Save&Game project aims to:1. Raise awareness of environmental challenges and climate change and demonstrate the value of co-responsibility among young people; 2. Strengthen the capacity of youth workers to talk to young people about sustainability, to make them protagonists of change;3. Promote scientific citizenship and green skills, providing interactive tools; hence, to prepare the citizens of tomorrow for a working world increasingly linked to the concept of green economy.<< Implementation >>· A1 Trainers material - It will be a training course for trainers, containing easy-to-understand technical information, illustrative sheets, graphs, and resources.· A2 ER & Toolbox – ready-to-use ERs, designed and developed to enhance learning on sustainability, energy saving, and consumption reduction. · A3 Action sheets & examples – to talk to young people about European programs for the environment, and good practices and to guide them in the implementation in their territory.<< Results >>●Interactive Guide on sustainability and the fight against waste and inefficiencies in consumption●Dissemination tools, printable or ready for sharing●Test of sustainability to assess the ""level of sustainability"" of a citizen/a community●3 Escape Games including 1 digital on basic scientific notions●DB of useful tools to create your own Escape Game●DB of Best practices and ""Action sheets"" to reproduce good practices on their territory●Website contains all the resources"

<< Background >>Homework is a cornerstone of the different school systems in Europe. It is not always described as such in official documents but in practice all students have to spend a sizable part of their afterschool time doing it. And yet the topic is debated with numerous studies arguing in favour or against homework, analysing if homework is effective or how much time it should take. When compiling different studies (ex: Cooper 2006), the effects seem overall positive but are associated with potential downsides such as “physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time”. Different research also shows that the socio-economic status of the student and family support impact these outcomes. So, if homework has the potential to improve learning but its actual positive effect is not important enough and diminished by circumstances, what can be done? Some voices advocate for its suppression, but a more constructive way is to work on how homework is done and to improve its quality.Using abundant literature research on the topic, we can identify 5 fundamental characteristics of effective homework (Vatterott, 2010):•Purpose: Assignments are meaningful, and students must understand its purpose and importance.•Efficiency: Homework should take reasonable time and needs to involve some hard thinking.•Ownership: Students who feel connected to the content learn more and are more motivated.•Competence: Students should feel competent in completing homework and so we need to abandon the one-size-fits-all model. Homework that students cannot do without help is not good homework.•Inspiring: A well-considered and clearly designed resource and task impact positively a student motivation.The need to improve the quality of homework is even more stressed by the COVID19 as the quantity of self-study or homework has increased intensively. Among the most noted consequences of this situation were the reinforcement of inequalities in learning and the disengagement of students as assessed by analysists but also teachers, specialists, or parents. Therefore, to increase its quality, we intend to propose a new format of homework using storytelling, gamification, and game-based learning to address the 5 characteristics above. This adventure homework format will present series of tasks under the form of a story with different pathways including in-story support for struggling learners. While this will not be sustainable for 100% of homework, it will help re-engage pupils and associate the concept of homework with something positive. The level of retainment of information will also increase thanks to gamification mechanisms imbedded in the class materials, as it is proven that Gamification and Game-based-learning have a higher rate of information retainment than classical learning techniques.This adventure homework format could be suited to all school topics, but for practical reasons we will focus on one topic to provide the most accurate content possible. Therefore, we have decided to first tackle one of the key issues in European learning, the STEAM (cfr. underachievement level in PISA studies 2018), as it is one of the matters where learner’s (dis)engagement is the highest.<< Objectives >>The main objective of EduGRAAL is to boost the students’ achievement results and engagement at school, by improving the efficiency and engagement of Homework through gamification and storytelling techniques applied to homework. This objective is particularly important in the current Covid climate which forces the education system to work remotely more often than not. Teachers would be better equipped to weather the remote learning situation with these tools. As this Game-based learning or gamified learning is essentially more oriented towards learning-by-doing, it is especially useful to apply in the STEAM subjects, as those tend to be more abstract and difficult in terms of pupil engagement. The continuation of the development of key competences is of the utmost importance to the good evolution of the pupils. This project therefore aims at creating innovative and creative pedagogical tools to be used in a homework context in order to engage pupils in a homework adventure. And by doing so, we will encourage the development of basic skills as described in the priority: by promoting cross-curricular collaboration in the same adventures which is an innovative learning approach that is focusing and engaging learners in a competence-based revision, integration or assessment system. In addition to this central objective, our project will also respond to other priorities listed above:1)The usefulness and efficiency of this cornerstone of school education is heavily debated among scholars and from time to time in the public/political field. With this method, we therefore intend to provide teachers with an alternative assessment tool and method for the homework done by the students.2)An additional priority, but which will be transversal to the whole project, is to ensure the inclusivity of the method and tools developed. By presenting itself under a different, more engaging / less stressful format that will rely on a variety of skills and applications to reach the next steps of the homework adventure, the method will benefit the pupils most in need for engagement and support including the ones with learning disorders as well as most of those struggling in school for various reasons (migrant background, socio-economic difficulties, etc). In addition, a special attention will be on the positivity of the approach (by insisting less on failure and more on progress) and on the format of the content where all results will be suitable for people with learning disorders (in terms of presentation, layout, phrasing, etc)3)While we will not limit ourselves to STEAM education in this project, the STEAM subjects are most likely to be even more affected by a lack of engagement from the pupils, especially in homework. Hence, they are going to be a focal point of this project to open the way to gamified homework all across the board of academic subjects. STEAM education is an essential step to the development of our fast-paced society. In the school sector specifically, a secondary goal of this project is to increase the levels of achievement and interest in STEAM education.<< Implementation >>This project will produce several results, leading to two subsequent testing phases organised in all partner countries. To reach these tests, we will begin with the creation of the first result, by building a first batch of Homework Adventures. Once the first batch is well on its way of being created, the expert partners will begin the creation of the second result, an eLearning module about how to create Homework Adventures, by building on their experience. This eLearning module will allow the teachers and education professionals to have a step-by-step method to follow in the creation of their own Homework Adventures. This first batch will be tested in schools by both pupils and teachers and will be modified and improved as needed. The participants in these testing phases will be interviewed in order to get their impressions, good practices and experience using the material and the partners will learn from this first testing phase in order to improve the first batch and to create a more complex and efficient second batch. As the first testing phase begins, the launch of the creation of the fourth result, an implementation guide, is done. This guide will be based on the invaluable input of the field testers, as the first users of all the project results. Additional feedback on best practices will be gathered by the partners in order to help set the improvement needs and the best practices for both the second batch and the use of the results post-project development. In parallel of the first testing phase, partners will begin to build the third result as well; a Toolbox of pedagogical tools, visuals, practical sheets and templates, in order to further enrich and polish the Homework Adventures and to create building blocks for teachers when they will create their own Homework Adventures. This Toolbox will be translated by the partners in their national languages. As all results progress, a second batch, using the experience gained in the first batch and the feedback from the first testing phase will be created with both gamification experts and schools. As the second batch is being field tested in schools and by education professionals, required improvements on all results are set in place and final modifications are done. The additional feedback is also being incorporated in the Implementation guide. All results are translated in all languages of the partnership and uploaded as OER on the website and eLearning platform.<< Results >>Project partners intend to create efficient, engaging pedagogical materials and tools for teachers in order to implement an innovative gamified Homework methodology with their pupils that will boost the efficiency and engagement rate of pupils in remote work, and more specifically, in Homework. The methodology will be based on the concepts of Gamification and Game-based-learning, as well as incorporating some creative storytelling. More specifically, the outcome of the project is to boost the achievement rate of pupils in basic skills fields, especially in STEAM, by raising the efficiency and engagement rate of homework through Gamification. Practically, over the course of the project, we expect different types of impact. There will be both concrete intellectual results that will be created as well as more general results.The concrete intellectual results of the projects will be as follows:The first result will be a series of 18 ready-to-use homework adventures in different formats to get inspiration for the homework creation. This will include a short presentation that will introduce the project, how it is articulated and make a quick overview of the concepts of gamification, game-based learning and gamified homework and the different pedagogical benefits that using this technique can have on the pupils’ performance. The second result will consist in an E-learning Course on how to create your own homework adventure and how to leverage them to increase pupil learning. This e-learning course will accompany the teacher or education professional step by step in the creation and usage of their homework adventure. The third result will be a Pedagogical Toolbox containing all materials and practical sheet on specific gamification materials that the teachers may need in order to create their homework adventures. This result will contain a minimum of 100 items.The fourth result will be an Implementation guide that will help the teachers put their gamified homework into place, with its rules, frequency, delivery system, homework hand-in system, etc.These results will be created in English first, and then translated in all languages of the partnership (IT, FR, ES, HU, GR). The results on the target groups will be: •Strengthening the profile of teaching professions by enhancing the teacher’s initial education and continuous professional development through the promotion of Game-based and competence-oriented teaching and learning.•Increasing the levels of achievement and interest in science, technology, engineering, and Mathematics (STEM) by using Gamification and Game-based-learning with a cross-curricular approach.•Providing inclusive and engaging materials and tools for all learners, including for pupils with SLDs •Providing practical methodology to make pedagogical materials more inclusive for all learners, especially for those in need of special support in mind (e.g. children with a SLD or children from disadvantaged socio-economic background, children from a migrant background, girls) in order to develop high quality childhood education.•Raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning. In terms of communication result, we are planning the following:•A project website•6 multiplier events with a total of 200 attendees•1000 users of the Open educational resources•700 educational institutions, professionals or groups contacted•50.000 people reached through the communication campaign•At least 10 associated partners by the end of the project

"Seeds of Tellers offers teachers tools based on oral literature (tales, myths and also nursery rhymes etc.) to help pupils master an autonomous, thoughtful and shared language, improve their cognitive faculties and facilitate the learning of reading and writing.FACTS19.7% of pupils in the EU had reading difficulties in 2015, compared to 17.8% in 2012 (PISA report). Only 4 Member States reached the reference level of less than 15%. The system has never reproduced social inequalities to such an extent, in the OECD particularly in France and Belgium. More and more children are entering kindergarten with delayed language skills and exposure to screens is making the situation worse. The lack of elaborate exchanges and vocabulary increases the gap between children according to their socio-cultural background very early on. However, success in learning is associated with mastery of speech, the foundation of all learning.For the sociologist B. Lahire, the mastery of the spoken word and degrees are the main social organisers: those who have learned to express themselves in public more often hold positions of responsibility.While 70% of professional speaking time is oral, this ratio is reversed at school: the written world dominates teaching practices. Oral expression in schools is very often directed from the pupil to the teacher, with the use of by heart learning and recitation. Oral presentations and examinations are prepared as if they were written documents. For the school, speech is born of writing. Today, the question of oral expression is resurfacing with new tests at the end of schooling. In Portugal, orality is emphasised, while in France and Italy a grand oral and a multidisciplinary interview are appearing.OBJECTIVES•To encourage self-confidence•To listen to and respect the word of others•To promote cooperation•To develop memory and vocabulary•To encourage the imagination•Discover and share the European oral cultural heritage•To fight against inequalities in learning which have increased during the health crisis.Training pupils to tell stories orally in class without a written support allows them to become emotionally involved, to experience pleasure and to pass it on in order to assert themselves as individuals and find their place in the group. Our credo: ""Listen better to speak better, speak better to think better; because when we think better, we write better.ACTIVITIESWe rely on oral literature, of which tales are a part of. Structured stories, from a common oral heritage, they offer a framework for reasoning, memory, imagination...Children's storytelling workshops have been held in schools in France, Portugal, Italy and Bulgaria.We have created www.seedsoftellers.eu, which gathers the 6 productions of the project (see results). Videos of adults telling stories have been made to inspire teachers.The resources are available in each language of the partnership as well as in English and meet accessibility and inclusion standards.TARGET GROUPSThrough the teachers we target students from kindergarten to 6th grade.PARTICIPATING ORGANISATIONS6 partners, 5 countries: 2 storytelling specialists (D'Une Parole à l'Autre and Grimm Sisters), 1 agency specialising in the creation of educational platforms (Les Apprimeurs), 1 organisation specialising in specific learning difficulties (Logopsycom) and 2 schools (AEPROSA, L. KARAVELOV)RESULTSO1-Pedagogical guide to set up oral storytelling workshops ""Storytelling at school to master speech"" (40 pages)O2-Multilingual library: more than 300 stories from oral literature to tell in classO3-Webradio: more than 110 audio recordings of students telling storiesO4-More than 20 videos of children and adults telling storiesO5-20 Educational kits linking the themes of the school curricula to the storiesO6-23 Pedagogical sheets to accompany teachers in the implementation of storytelling workshops in classUnder the aegis of the National Education and the City of Paris 14th, ""Storytelling Week"" enabled more than 120 teachers and 2500 students to participate in a storytelling circleFollowing this event, a project to train teachers in storytelling is planned. Financed by the French Ministry of Education, it concerns the Priority Education Network schools in Paris 14.Libraries, storytellers, teachers... spontaneously wish to contribute to the project, which we will run for at least 5 years.LONG-TERM BENEFITS•Fight against illiteracy, give a taste for learning•Reduce inequalities in learning•Increase listening, dialogue between individuals and cultures•Preserve and transmit European oral culture at school. To get to know traditions, peoples and the world better in order to prepare the future•To raise awareness in Europe of the importance of learning to master structured and autonomous speech."

1. Overall, underachievement persists in mathematics and sciences in the EUThe latest PISA results (2018) show that the underachievement rate is 22.4% in mathematics and 21.6% in science, meaning that the European Commission's ET2020 benchmark which targeted an underachievement rate of less than 15% has not been reached. In addition, while performance in maths remained stable, it deteriorated in sciences. Therefore, there is a need for innovation in the way mathematics and sciences are taught in European secondary schools.2. Engagement and interactivity can be the key to unlock STEM teaching & learningIn “Beyond achievement: A comparative look into 15-year-olds’ school engagement, effort and perseverance in the EU”, the DG for Education, Youth, Sport and Culture pointed out the importance of learners motivation and engagement at school. It can be said that science, technology, engineering and mathematics all have a negative image at school: they are often perceived as difficult, abstract, or disconnected to the “real” daily life. Many students believe they are not able to tackle these subjects, which prevents them from ever imagining a career in these areas, in particular girls, underprivileged students and students who already struggle with difficulties at school.This reveals a real need to make STEM more concrete and closer to students.3. The teaching and learning experience should more tailored to students’ abilities and needsTeachers understand that not all students can follow the same course at the exact same pace and perform the same, as they spend time exchanging with students in their class and working on strategies to adapt to everyone. However, this basic fact has been put into the spotlight as schools closed down during the COVID-19 lockdown in spring. Suddenly, both teachers and students had to adapt to new studying context and realities. Surveys and teachers’ interviews have revealed: (1) during the lockdown, classes had to become more interactive and students be made more autonomous or risked students dropping out of virtual classes, (2) those for whom school closures have been the most negative were those who already underperformed at school, (3) even those who performed well could end up disengaged as they saw less point in waiting for the others to progress.There is a need for educative answers to the COVID-19 context to be inclusive and to give more agency to students to allow for everyone to explore at their own rhythm.OBJECTIVESThe project partners wish to create the first European virtual museum for STEM education at secondary level, that will include the needs of students with learning disorders.It will offer an experience that is immersive, interactive and engaging. As in a real museum, the students will be able to go and see what they wish, and to spend as much time exploring the notions and elements presented. To make sure it is useful for school education, it will come with supporting material to help teachers make the most of the tools provided, and guidance to link what it presented in the museum with the STEM programs. The Museum will be accessible from a regular web browser and not limited to virtual reality to make sure it is usable by most.TARGET GROUPS: secondary school students & STEM educators and teachersWHY A TRANSNATIONAL PROJECT1. Our approach can have benefits for all learners across Europe where only four countries have reached the 15% benchmark of the European Commission in mathematics and in science. All project partners are based in countries with a rate of low achievers in maths and science above the average of the EU, which makes the development of efficient methods for STEM education even more necessary and relevant: France (21.3%), Croatia (31.2%), Portugal (23.3%) and Cyprus (36.9%). The case of the Belgian partner is particular as the country performs decently in general (19.7% of underachievers) but with large differences between regions as the North of the country (the Flanders region) is one of the best performers while the South (Wallonia) keeps on underperforming as they are under the European average, like the other partners’ countries.2. There is a need to work at the EU level on solutions adapted to the needs of learners with Specific Learning Disorders (SLDs), which According to substantiated scientific estimates, the group of European Citizens with dyslexia and specific learning differences encompasses between 5 and 12 percent of the population.The partners will create the following OER in the 5 languages of the project (EN, FR, GR, PT, HR):- a virtual museum of STEM- a pedagogical guide on the use of virtual museum for STEM education- a creation and users’ guide- 60 collections related to the STEM program in secondary education in 4 collections: > the Science Exhibition> the Exhibition of Technological Advancements> the Contemporary Engineering Collections> the Exhibition of Hidden Mathematics