The STORIES project aims to contribute to a dynamic future of children’s ebooks evolution by a) developing user-friendly interfaces for young students (10-12 years old) to create their own multi-path stories expressing their imagination and creativity and b) by integrating the latest AR, VR and 3D printing technologies to visualize their stories in numerous innovative ways. In the heart of this intervention lies the vision for integrated curricula and deeper learning outcomes. The project will offer these innovations through a single environment, the STORIES Storytelling Platform which will be the place for students’ artistic expression and scientific inquiry at the same time. The creations of the students (paintings, models, dioramas and constructions, 3D objects and landscapes, animations, science videos and science theatre plays) will be captured and integrated in the form of interactive ebooks. The STORIES technical team will design advanced interfaces in which students will be able to augment characters, buildings, greenhouses and different 3D geometrical structures on a tablet or their computer and inspect their work using a mobile device. The outcome of their work will be detected and tracked, and the video stream is augmented with an animated 3D version of the character or the artefact. The platform will be tested in real settings in Germany, Greece, Portugal, France, Finland and Japan, involving 60 teachers and 3000 students (5th and 6th grade). To achieve this, the proposed project is developing a novel cooperation between creative industries and electronic publishing, educational research institutions in the field of STEM, schools and informal learning centres. The consortium includes 15 partners from Europe, USA, Japan and Australia. But STORIES is going beyond that: The consortium will cooperate in the design of the platform and in the development of the storyline mechanism with Eugene (Eugenios) Trivizas, well known writer of children's books.

"The project proposal is connect to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curriculo. It also proposed a new way for schools and museums cooperation;Teachers of primary and secondary school partners were involved in the project through the learning experience with students of their classes. The number of participants directly involved was higher than the number indicated in the proposal (up tp 700 students and 24 teachers).The Project activities:- State of the art analysis in the use of innovative practices in science education in country partners,- Define methodology of using technologies and digital resources for making learning units;- Design and development platform for to access and to re-use digital resources of cultural heritage in education field;- Design and development tool for making interactive and open educational resources.Oriented educational, research-technology and museum Partner analyzed the practices adopted by different countries connected to Science teaching, European Commission document and recommendations in educational field.They also discussed on some experiences of ""best practices"" to identify access modality, use and reuse of cultural heritage and the arrangements for making learner-centered teaching unit. The partner definde such as skills needed by teachers for working in an innovative way and therefore which practices for permanent professional development and experience sharing among different countries of the Union should be adopted.We had positive results related to: • Enriching teaching in the classroom through multimedia tools and use of cultural heritage with new approaches to the scientific disciplines for learning enhancing;• Propose a trail for reality perception by students as an open system in which you can draw and exchange information with the help of technology;• Constructivist theory application, improving relationship between different learning environment;• Develop relationships between schools, cultural institutions and in general between school, research and culture environment;• increase and stimulate students for Science learning.These Project goals were achieved: to share and exchange best practices and applications among school models of different countries; to enable the teachers training for designing learning activities cross-disciplinaries for improving a collaborative work to include scientific issues in different areas of the school curricolo. Important aims were innovative relationships between teachers and museum staff, the accessibility to resources as tools to enable teachers to create teaching units to be shared as OER ( Open Educational Resources), providing students formal and no formal educational content adopting a language close to that they use on every day. It was organized a final event with international Conference, Education and Museum-Cultural heritage and learning, on project topics, in order to present the results and to promote a discussion on project topics. The outcome documents by this event will contribute to dissemination and communication plan that provides information and content of Project activities for involving and stimulating stakeholders, national and international educational agencies to replicate experimental methodology and instruments for disseminating of ""good practices"" by teachers in collaboration with museum staff, sharing of open resources, improving the learning of sciences and increasing motivation of the students to choice of higher studies in science field."

<< Background >>This proposal has two main ambitions: a) targeting the urgent need of upskilling educators and learners with the necessary competences to use digital technologies to improve the learning process and to enhance the science capital of students and their communities; b) addressing the growing (and very silent) problem of light pollution and its effects in the fauna, flora, human health and energy consumption. The involvement of students in this project as researchers in their location, change makers promoting awareness to the problem and proposing useful solutions achieve both purposes while enabling schools to deliver the necessary curriculum content in a new and more powerful way. The format of involvement of the students will also promote a higher degree of motivation in the participants, introduce them to the reasoning of the scientific method, enable their contact with new technologies and engineering challenges. Teachers will be invited to collaborate in an STEAM interdisciplinary model, collaborating not only with colleagues of the same grade level but in an intergrade experience and establishing international alliances with other participating schools from other countries. Students will be change agents promoting awareness of the problem, engaging in fruitful dialogue about possible solutions, establishing dialogues with peers, researchers and local authorities and other relevant stakeholders in the field. These models will greatly enrich students' expertise in the field, teachers' experience on the use of the proposed methodology and enable the establishment of powerful collaborations that can endure far beyond the duration of this project. This proposal will allow us to put together all the necessary ingredients to get this effort properly started in the correct direction with the needed dynamic. It will be the birthplace of a strong community of changemakers using concrete menaces of our daily lives while acquiring the necessary skills to face this and other threats that need to be addressed.<< Objectives >>The main objectives are to reinforce climate change actions and transfer academic knowledge and practical skills to upper primary and secondary education. Enrich existing curriculum opportunities and provide suggestions for curriculum enrichment that incorporate current threats and opportunities that need to be addressed in our current daily lives in order to reach a more sustainable style of living. Develop educators’ and learners’ key competences, integrating digital tools and resources as a means to promote deeper learning and opening schools to their local communities, building bridges and enabling mutually beneficial collaborations. Raise in students the awareness about the impact that technological developments can have in the sustainability of our planet, the good and bad faces of the coin. Develop a strategy that promotes successful collaboration between schools and stakeholders in the community they serve. Involve the research community in relevant conversations with students and policy makers. Create a sustainable community of actors of change within the school from and to the community. Enable transferability of skill, opportunities and promote mutually beneficial collaborations that can build on the experience materialized within CIiC-PoLiT.<< Implementation >>Within the duration of this project the main activities to be implemented are the following:- Development of the communication and dissemination strategy and its implementation contemplating all the proper materials and channels.- Development of a quality assurance plan that will support and validate the work of the partners in the production and materialization of the project vision. - Create the pedagogical framework followed by a carefully designed strategy for its implementation (all documented in the implementation guide).- Create an educational kit of activities introducing students to the content and the use of innovative digital tools that will enhance the learning experience and impact of their actions.- Create an innovative pedagogical and assessment toolkit that will help educators assess the students' development beyond the acquisition of knowledge content, more directly towards the acquisition of key skills.- Implement the project in the pilot schools in each country and lead them through the designed path: from content knowledge towards concrete actions to change the light pollution scenery in each pilot school and their communities.- Each school will choose the final path from various possibilities: - Supporting students to develop their projects and deliver their ideas and suggestions for change to the relevant stakeholders, - Supporting students to further develop mock-ups of their ideas and taking them to the CliC-PoLiT robotics competitions, - Inviting students to the CliC-PoLiT Students’ Parliament where ideas will be debated with policy makers and scientists creating a thorough opportunity to materialize the foreseen change.It will also be part of this project to promote 2 staff and teacher training summer courses and to conduct a series of multiplier events. These events will support the empowerment of the various stakeholders involved in the project, in particular educators and the subsequent impact on their students. It will also be the key action towards the sustainability of the project after its completion.<< Results >>The project is addressing various important topics: a) The urgent need to upskill educators' competence profile in terms of the use of digital tools to enrich students' learning experiences. b) the importance of empowering students with the necessary competencies to become change agents in their community. c) the need to promote fruitful collaboration between researchers and schools with mutually beneficial support, where students will learn how to handle data and have their hands in real research experiences. d) Involve the community in general but in particular policy makers in discussions and debates related to the well being of the members of the community. Students can have a significant role in promoting and conducting these conversations, with the proper support of their teachers. It is also the aim of this proposal to bring awareness about the growing problem of light pollution and its impact in climate change. Initiatives like the Earth Hour (https://www.earthhour.org/) are examples of projects targeting this issue but with only symbolic effect. It is important that all stakeholders in the community adopt this project as their own and this is one of the goals of this project. As such we expect to have at the end of the project:1. A community of educators empowered to integrate digital tools as a mean to enrich the learning experience of the students via technology.2. A group of educators that will act as future ambassadors of the projects’ pedagogical model and promoters of the use of the CliC-PoLiT tool kits.3. Motivated students that can act as change makers for their communities in this and other topics that are relevant for their communities’ well-being.4. Innovative suggestions for Light Pollution Mitigation.5. Collaborations established between research institutions and schools that can continue after the end of the project and even be transferred to other parts of the students learning journey.6. Collaboration between policy makers and educators.7. A greater awareness among the people involved in the project about the impact of light pollution in their daily lives and how simple actions can greatly help our health, diminish the negative impact on the fauna and flora and promote energy conservation with simple actions like properly built light poles and the installation of sensors in street lighting areas. As tangible materials the project expects to deliver the following materials:- The CliC-PoLiT pedagogical model and implementation strategy.- The CliC-PoLiT educational toolkit.- The CliC-PoLiT professional development and assessment toolkit.- A RoadMap for future generations that can act as a guideline for educators and policy makers.- An online platform that will host all the materials and results of the students’ projects.

Gaining students’ attention by presenting Nobel Prize winning ideas and offering activities using technology and everyday life is seen as one of the key ways to stimulate students and contribute to the discovery of the next generation of innovators. The project aims can only be accomplished with the full collaboration and engagement of teachers and their schools. The Frontiers project consortium, coordinated by Dublin City University included partners from Ireland, Greece, Italy, France and Portugal. Five project outputs included:1.Select a series of scientific research outreach programmes that successfully introduce the scientific methodology in school science education, by utilizing existing research infrastructures of frontier research institutions enriched with online tools (data analysis tools, simulations & games) and web-interactive educational material (O1). 2.Integrate these initiatives under a common educational approach and develop the FRONTIERS Demonstrators that could be exploited and widely used from the educational communities in Europe and beyond (O2). 3.Create virtual learning communities of educators, students and researchers and involve them in extended episodes of playful learning. The proposed project will involve teachers, students and researchers in collaborative learning activities. The development of the virtual learning community will be enhanced by the FRONTIERS Community Support Environment (O3). 4.Systematic validate the proposed approaches and activities in order to identify their impact in terms of the effectiveness and efficiency. The project will be implemented in schools, science teacher training centres, and research centres in different countries and a detailed evaluation report will be prepared (O4).5.Design and implement a systematic raising awareness strategy that will contribute to the effective communication of the project’s results and outcomes. A devoted Tool Kit (O5) will be developed that will be uploaded to the eTwinning collaboration space to act as a starting point for numerous collaborative projects between schools.The main results from the proposed project included the following: • The creation of 21 FRONTIERS inquiry based and technology enhanced demonstrators, a series of innovative educational activities in the fields of High Energy Physics, Astroparticle Physics, Astrophysics and Gravitational Wave Astronomy. The demonstrators were developed by experts and translated into 5 languages (English, Greek, French, Italian, Portuguese). Educators can utilize the educational resources on the Frontiers website at (http://www.frontiers-project.eu/frontiers-educational-resources) and then link to the full demonstrators on OSOS . • The creation of 20 educational activities by teachers who attended the Frontiers international teacher training events. The educational activities are linked to the school curricula (http://www.frontiers-project.eu/frontiers-educational-resources).• FRONTIERS Community, the following online FRONTIERS Project resources have been utilised Facebook, Website, Open Schools for Open Societies Platform, Summer and Winter Schools, Google Classroom.• To mobilise 1,000 teachers within the framework of the project. It has been demonstrated, through the range of activities and platforms employed by the project to engage and mobilise teachers (Output 4), the consortium has mobilised well in excess of the target figure. • 15 multiplier workshop events were held by the project partner countries (Ireland, Greece, Italy, France and Portugal). 303 workshop participants• International Summer and Winters schools, 277 participants fully completed the International e-Schools so far, with many others joining for virtual visits hosted as part of the e-School events. This group of teachers who have been engaged, trained and supported in integrating Nobel prize winning physics into their classes, is evidence of the active FRONTIERS Community of motivated teachers of physics across the EU and beyond.• 8 Masterclass events were organised by IASA, held both in-person and virtually, 405 students and 71 teachers took part.• 1,100 students and 192 teachers took part in 11 virtual visits, allowing access to real-world physics experiments and the research scientists that work there.• The student mobilisation was 10,000. This is based on the given ratio that the mobilisation of 1 teacher would deliver the mobilisation of 10 students. This equivalence is arrived at as teachers employ resources and training with students in the classroom, at a minimum of 10:1. As the FRONTIERS project achieved its goal of mobilising over the stated goal of 1,000 teachers, it can be stated that the project also achieved its stated aim of mobilising over 10,000 students. • The FRONTIERS Tool-Kit “Effective Ways of Introducing frontier science in Schools”, is available as Output 5 and through the etwinning collaboration space to all European schools.

"The prime objective of the project called ""CSR+the missing D"" is to improve the competences of CSR managers, trainers and adult educators in the field of corporate social responsibility and disability (CSR+D).The project has the following specific goals:- exchange of experiences in the implementation of CSR+D strategies in the partner countries;- development of a body of good practice as regards the application of the CSR+D notion in companies in Poland, the UK, the Netherlands and Denmark, and- development of recommendations concerning the inclusion of disability in CSR strategies.The ""CSR+the missing D"" project is intended to promote the inclusion of disability as a theme in CSR activities as well as to offer adult educators tangible competences in that field. The rationale behind the project is the fact that in many European countries the notion of CSR is still understood as meaning acting exclusively for environmental protection and sustainable development, with disability skipped in the process. Furthermore, persons with disabilities are frequently treated as recipients of charity aid offered by business rather than prospective employees who could generate the company’s profit on a daily basis and on an equal footing with other staff members. The ""CSR+the missing D"" project opens vistas for exchange of experiences in that field within a diverse and experienced partnership, improves the competences of the project participants and offers trainers, CSR managers and adult educators an opportunity to analyse conclusions on how to build a full CSR strategy, that is one including the modern approach to disability in the spirit of the UN Convention on the Right of Persons with Disabilities ratified across the European Union.There will five project meetings where each of the partners will present selected good CSR+D practice from their respective countries. The most interesting options in terms of social inclusion will then be chosen, commented on by a team of experts, and presented on the project website. Additionally, recommendations will be made on the implementation of CSR+D strategies in companies which, complete with the good practice described there, can be used by trainers delivering programmes for company staff and adults. Information about the project will be disseminated by means of electronic channels: the project website, the partners’ websites, their profiles in social media, mailing as well as publications on local industry and thematic portals. The expected project impact on its direct participants (staff of the partner institutions) will be their improved competences in the field of CSR+D. It is estimated that 70% will improve their knowledge in that regard. Further, the project will have an impact on the institutions they represent, by strengthening their potential in terms of organisation and training in the field of CSR+D. The partners also expect the project to result in more interest expressed by CSR managers, trainers and adult educators in the notion of CSR+D, mainly through learning about good practice in the field as showcased on the website.The partners also hope that in the long run the materials and experiences compiled throughout project duration will help to better transfer knowledge to local entrepreneurs who will be trained by partner institutions and others and benefit from the materials worked out by the project. Thanks to all the above, the result of the ""CSR+the missing D"" project and contacts made in its context will help initiate - and carry out until complete implementation - various activities in the area of social responsibility on local, national and European levels."