<< Objectives >>We will further improve DIBL an innovative digital platform for collaborative learning based on dilemmas, adapt it to the Greek educational environment and evaluate its effectiveness.Then we will promote digital readiness, resilience and capacity by driving to informed implementation of Game Based Learning, supporting teachers' self-improvement and promoting the transformation of schools to learning communities by guiding their involvement in well organised training activities.<< Implementation >>We will organise learning experiences in an action research format, in two phases. In the first one in English, we will prepare teacher trainers as multipliers for the training activities of the second and main phase, to five different cities in Greek. We plan learning activities in six steps1. Mindset consolidation online2. Live/on site 5 days course 3. Supported pilot application of GBL 4. Evaluation-Certification 5. Dissemination-Reflection6. Informed implementation<< Results >>We will - evolve a collaborative dilemma based learning (DIBL) application - translate DIBL in Greek and prepare it for more languages- reach and include previously excluded schools and teachers and through them pupils- develop and share at least 40 evaluated GBL scenarios through digital teaching depositories in Greece and Europe- support GBL pedagogy and didactics by the informed implementation of GBL scenarios- promote participation of inexperienced school units in the Erasmus+ program

<< Background >>The Flipped Classroom pedagogical model transfers the work of certain learning processes outside the classroom and uses class time, together with the teacher's experience, to facilitate and enhance other processes of acquisition and practice of knowledge within the classroom. This comprehensive approach combines direct instruction with constructivist methods, increasing the commitment and involvement of students with the course content and improving their conceptual understanding. FLIPPED LEARNING helps to create a collaborative learning environment in the classroom; allows teachers to dedicate more time and attention to diversity; is an opportunity for teachers to share knowledge with each other, with students, families and the community; and involves families from the beginning of the learning process.Parent involvement and engagement with children’s learning strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases in the case of MIGRANT FAMILIES, as they may face multiple obstacles to become involved in their child´s schooling: language barriers, insufficient understanding of how schools in the host country function, and lack of time or money to invest in their child´s education.MIGRANT STUDENTS are lagging behind their native-born peers in most European education systems. Accordingly, tackling migrant students' lower educational outcomes and their retention in the education system is reported as a main policy challenge in 17 education systems across Europe (EC.2019)An insufficiently explored approach to overcome the difficulties to involve migrant parents in the education of their children is the FAMILY LEARNING (FL). FL is any learning that includes more than one generation of a family. FL courses are delivered in settings such as schools, children's centres and community centres. FL is an effective way of providing adults with the skills and knowledge to support their children’s education.INTERCULTURAL MEDIATORS can play an important role to introduce migrant students to a new language and culture. As an interpreter or support person they can help to create positive relationships between students, their parents or families as well as in the wider school community. Nevertheless, the initial education and continuous professional development of these non-specialized educational professionals has not been sufficiently attended yet and the training offer tailored for them is very limited in most of the European countries.The project has gathered 8 partner entities from BE, ES, EL, TR, AU and IE, experts in Family Learning and Flipped Learning, Intercultural mediation, developing ICT based tools for education, and supporting migrant families. The preliminary analysis carried out by this partnership has identified the following NEEDS to be addressed among the target groups.PARTNER ENTITIES: attempt innovative approaches to promote the social inclusion of migrants in schools and integrate Digital tools and solutions in their current activities and services.SCHOOLS: improve the parental engagement of migrant families in the School life and activities to prevent early School leaving and failure of migrant pupils.ENTITIES SUPPORTING MIGRANTS: test new methodologies to promote the social inclusion of migrant families.INTERCULTURAL MEDIATORS: improve their career opportunities through better recognition of professional skills and have access to the skills and resources to support the participation of migrant families in schools.SCHOOL TEACHERS: facilitate the participation of migrant parents in Schools and reinforce the impact of their teaching practiceMIGRANT PARENTS AND PUPILS: be supported to participate and collaborate in classroom activities to reinforce the educational progress and results of their children.STAKEHOLDERS: have access to good practices and tested solutions to support migrant pupils and families at the School systems<< Objectives >>FLIPPMI project aims to strengthen the participation of migrant families in Flipped Learning through Family Learning methods by equipping Intercultural Mediators with the necessary skills and resources to support the process. The SPECIFIC OBJECTIVES of the project are:- To establish a cooperation partnership and an open community of practice between teachers, educators and other professionals working in schools, organizations supporting migrant families and entities experts in pedagogical innovation. - To define a new Matrix of Competences on Flipped Learning for migrant families through Family Learning (PR1). - To design and implement an ICT-based pedagogical tool to support virtual educational delivery and management; the FLIPPMI Online Campus (PR.2).- To co-create a Practical Activities Set on Flipped Learning for migrant families through Family Learning (PR.3)The OPERATIVE OBJECTIVES of the project among the target groups involved are:PARTNER ENTITIES:- Explore new approaches based on an innovative combination of Family Learning and Flipped Learning.- Boost a culture of innovation and collaboration in the organizations, supported by a community of practice.- Integrate Digital tools and solutions in their daily activities through the Online Campus (PR2).SCHOOLS - Provide them with the support of the reinforced figure of Intercultural Mediators, equipped with new skills and resources to facilitate the connection between teachers and migrant families- Provide School leaders and other teaching professions with a new instrument to improve the parental engagement of migrant families in the School life and activities, preventing early School leaving and failure of migrant pupils. ENTITIES SUPPORTING MIGRANTS- Provide them with new methodologies to support the social inclusion of migrant families in a key area as it is School education. - Provide them with the support of Intercultural Mediators playing a more significant and pedagogical role in these entities, supporting migrant families with Family Learning methods. INTERCULTURAL MEDIATORS- Equip them with the necessary skills and resources to support the participation of migrant families in Flipped Learning through Family Learning methods, with the FLIPPMI Online Campus (PR2) and Practical Activities Set (PR.3) - Facilitate the training provision of courses addressed to them but also new instruments for recognition of their professional competencies, facilitating their continuous professional development and mobility, with the Matrix of Competences (PR.1)SCHOOL TEACHERS- Provide them with the support of trained Intercultural Mediators to facilitate the participation of migrant parents in Flipped Learning, reinforce its use and the impact of their teaching practice. MIGRANT PARENTS AND PUPILS- Provide them with the specialized support of Intercultural Mediators- Train them through Family Learning techniques to support their participation and collaboration with the Flipped classroom activities organized from the School, reinforcing the educational progress and results of their children.STAKEHOLDERS- Involve them in the project implementation, either as Associated Partners and/or through the National Experts Committees- Provide them access to good practices and tested solutions to support migrant pupils and families at the School systems.<< Implementation >>FLIPPMI will be carried out through a consistent and coordinated sequence of activities that are associated with the project's planning, progress, execution, assessment, and exploitation. The procedure is summarised below.Kick-off meeting is the starting point for development of the Matrix of Competencies (PR.1). Partners will define the theoretical framework, then a proposal of competences and learning units, and finally the Learning Outcomes, expressed in terms of Knowledge, Skills and Responsibility and Autonomy. This project result will be finalized right after the second meeting.Development of the Online Campus (PR.2) will also start with the kick-off meeting and will last almost the whole project duration. Partners will firstly design and implement the online campus. Before the second meeting they will develop a raw version of the training contents and evaluation tools and design the structure for the e-learning course. Before the third meeting partners will create the e-Learning contents, by adapting the raw version for the e-learning environment. Design of the Management system as well as implementation of all the elements of the e-Learning course will be done before the joint training activity. Finally, partners will test the e-Learning course with target users. Partners will take advantage of this phase to gather feedback for the finalization of the Online Campus and to evaluate the project results, before the last meeting, Development of the Practical Activities Set (PR.3) will start during the third meeting. Partners will design and develop this compilation of activities, tools and exercises before the joint training activity, to be later implemented during the testing phase. This phase will provide feedback to be analysed and integrated in the final version of the project results. The final meeting will provide consensus on the final version of the project results and agreements for sharing, promotion and exploitation activities.Also, FLIPPMI project will rely on the following key methodological approaches to ensure an efficient project implementation:Participatory MethodologyThe consortium will share responsibilities and decision-making mechanisms. Development of each project results will be leaded by one partner, but all partners will carry out the tasks and activities foreseen for the results development.Innovative Project ResultsThe project is aimed at the generation of innovation in the field of School Education. Project Results to be developed will generate new learning/teaching opportunities, enhance skills development and facilitate the recognition of learning outcomes.ICT-Based Educational ToolsThe consortium will design and implement an innovative ICT-based educational tool: the Online Campus which will include and e-Learning course on Flipped Learning for migrant families through Family Learning.Joint Staff Training ActivityAll organizations will take part in the capacity building session to be carried out between meetings 3 and 4. This training activity will provide them with the knowledge and pedagogical approach on how to implement the testing phase with the target groups.Testing Phase The project results will be implemented with target users during the testing phase in Belgium, Spain, Greece, Turkey and Austria. This will facilitate the acquisition of feedback and the assessment of these results in educational contexts.Multiplier Conferences The consortium will foster sharing, promotion and exploitation of the project results by means of these multiplier events. Networking will be promoted with national and European collaborators and stakeholders, as well as with potential beneficiaries and clients.<< Results >>FLIPPMI will achieve the following results during the project implementation:Project Results:- A structured set of competencies based on EU standards and methods on Flipped Learning for migrant families through Family Learning (PR.1 Matrix of Competences).- A new ICT-based educative tool with Open Educational Resources for Intercultural Mediators (PR.2 Online Campus).- A practical tool with a series of comprehensive methods, exercises and activities to be applied by Intercultural Mediators in their daily practice supporting migrant pupils and parents (PR.3 Practical Activities Set).- Develop, adapt and test innovative practices to train Intercultural Mediators to strength the participation of migrant families in Flipped Learning through Family Learning methods by equipping Intercultural them with skills and resources to support the process. through pilot activities.- A defined strategy for the management and quality assurance of the project with established protocols, tools and methodologies for monitoring and evaluation, budget and time control, agreements and templates.- A sharing, promotion and exploitation strategy with a correspondent set of tools, resources and activities, involving partner organizations, stakeholders, networks and policy makers, mainstreaming the project results and enhancing their exploitation.Other outcomes:- For the partner organizations: increased capacity to innovate and cooperate with other organizations at national and European level.- For the staff of the partner organizations: improvement of skills in connection with the implementation of EU funded programmes.- For Intercultural Mediators: will extend and develop their competences to strength the participation of migrant families in Flipped Learning through Family Learning methods., accessing to tools and methods for professionalization and professional development.- For target beneficiaries: access to quality and inclusive education and training opportunities tailor made to their needs as migrant pupils and parents.- For the stakeholders: collaboration with the partner organizations and with other stakeholders and/or associated partners to establish a network and a community of practice on Flipped Learning for migrant families through Family Learning at local, regional or European level to share information, improve skills and actively work on advancing the general knowledge of the domain.FLIPPMI is also expected to achieve the following outcomes after the completion of the project:- Exchange of experiences and good practices among countries with diverging experience in Flipped Learning for migrant families through Family Learning.- Adopt and implement a curricula, courses and parts of courses in training programs of the partner organization, and other training providers, on Flipped Learning for migrant families through Family Learning .- Setting the basis for future and long-term international cooperation, in particular by strengthening a pan-European team of experts which will collaborate and interested in further collaboration in new projects, organising training events, sharing and promotion workshops, etc.- Raised awareness about the relevance of Flipped Learning for migrant families through Family Learning.- Increased participation of migrant pupils and parents in School Education.- Knowledge and experience gained by the partner organization’s staff about the implementation of multi-stakeholder approaches to co-design and co-create innovative methods and tools for School Education.- Better understanding and increased recognition of Flipped Learning to further professionalisation of this practice,- Increased motivation to learn and improve key competencies among migrant pupils and parents.- Reduce disparities in accessing and engaging with formal and non-formal education for migrant pupils and parents.

"Due to today`s reality of rising mobility and big move of people in Europe, educational systems of many countries (both those faced with the task of adapting refugees and those striving at integrating first and second generation migrants) are faced with numerous challenges. One of the weakest points in educational systems is primary education, where successful integration is supposed to begin, but where it also so often fails. Lack of help and guidance for students with foreign background (especially, newly-arrived) at schools exposes them to higher risks of bad attendance, low grades and, eventually, dropping out of school. CROSS THE BRIDGE addresses the problems of three groups in a comprehensive way: -For students with foreign background – by creating a structure and capabilities for meeting their needs in a new environment; -For local students – by involving them in activities aimed at helping students with foreign background and through that bridging the communication divide between them, as well as improving tolerance levels in schools; -For teachers – by identifying strategies that are effective in dealing with students, providing technological solutions, training and other activities that would boost teachers` ability to successfully integrate even younger children. The main aim of Cross the Bridge is to combine all of the above activities under one brand-initiative, which is the Welcoming Centre. Preparation, set up and operation of them, which will provide space, materials and solutions for involved teaching personnel, will become integrated with partner schools` activities to ensure that all needs of students with foreign background are met. Practice partners are missioned to test and implement the Welcoming Centers, mobilize the students and the teachers and product Theatrical plays. Knowledge partners are missioned to monitor and document the project’s social innovation practice, create staff trainings, develop intellectual outputs, multiplier events and to help turning documented practice into useful knowledge, guidance material, evaluation, assessment sustainability and dissemination resources. They will offer increased opportunities for professional development for the staff. Our project is an innovative example of using Welcoming Centers as key role in filling the gaps of growing rates of social exclusion of students of foreign background. Its mission is to make a significant contribution by implementing new ideas and solutions at the same time offering added value to our schools and communities through creating resources and promoting bottom-up initiative-taking among young students in difficult situations. Thus it will bring positive and long-lasting effects in our schools. Our project is innovative as we will produce innovative product to address the needs of our students : -Mobile app: a ""road map"" to provide direct information of every day schools curriculum, activities, meetings, materials for different subjects e.t.c for informing students and their families -QR codes: will be situated on spots at the selected important places to school and city. Students will link places information to QR codes. -Quizlet to teach foreign languages. Through our project work, we want to have an impact on teachers from lower secondary schools and secondary school in our towns and local area. Teachers will improve their teaching methodologies on inclusive education helping their students accepting other attitudes and cultures and supporting students with foreign background. We will organize trainings to pass on the knowledge we gained to the other teachers in local area. We will instruct other teachers how to create programs of international seminars, how to work with international groups of students, how to plan and implement students’ exchange programs. We will establish co-operation with local NGOs and Universities to enable our students to address their own needs in very different ways. In Sauðárkrókur region and other partners' regions we will influence local and educational authorities to implement friendly policies which will result in creation of more inclusive and friendly school environment for all students. With our project we pressure decision makers formulate policies adequately addressed our issues. Through dissemination, local events and awareness raising the project will try to impact the mentality and social inclusion innovation readiness of those NGOs or institutions, including mind-sets."