The GI-Pedagogy project supports and equips teachers to bring Geographic Information Systems (GIS) into the classroom in innovative and effective ways. The project has two aims: first, to review existing pedagogies relating to GIS and to develop effective and innovative new approaches; and second, to embed those approaches through a combination of teacher training and resource provision. The focus of the project is on giving teachers the training they need to fully incorporate web-based mapping software into the geography curriculum. The GI-Pedagogy project will produce a toolkit of resources for teachers, available for free on the project website. Once a toolkit for teaching with GIS is developed, this resource will be shared and disseminated via in-person training events and online.GI-Pedagogy responds to teacher and student demand for more digital and web-based approaches to teaching and learning. It also developed in part from the findings of a previous EU-funded project, the School on the Cloud. The project partners include three universities, two secondary schools, and a professional body. Together, the six partners will develop and trial innovative teaching approaches. A new pedagogy for teaching with GIS will be refined in partnership, and through continuous feedback between teacher training and research institutions, front-line educators, and professional geographers. Surveys will be used to monitor the experiences of participating teachers at our two partner schools and at other associate institutions. This stage of the project includes a rigorous survey of existing approaches to teaching with GIS along with a review assessing the effectiveness of new pedagogies.Following this development phase, the project partners will create a toolkit of resources for teachers based on the most effective strategies for teaching with GIS. The toolkit will be available online, along with a MOOC demonstrating how the toolkit can best be applied in the classroom. These online resources will be supplemented by our six multiplier events: a series of face-to-face training sessions for around 140 participants, hosted at the project's partner institutions. At the conclusion of the project, the final results will be made available as part of a digital exhibition. This will also document the experiences of the partners, and particularly of those teachers who were involved in trialling and applying the project's new pedagogy as part of their own teaching practice.The impact of this project will continue even after its completion, as the practices and principles developed will be embedded in the culture of the partner institutions and in the classrooms of those teachers who attended the training or who made use of its online resources. Several partner institutions have pledged funding to ensure that these resources remain freely accessible even after the conclusion of any EU grant. Not only will the project benefit those teachers and students who are direct participants in the development of a new pedagogy, but also those who undertake teacher training at the partner institutions after the life-cycle of the project has ended. By giving teachers the resources and training they need to embed new GIS technologies in their curriculum, GI-Pedagogy is also equipping students with the digital skills they need for the geography of the future.

"This project aims to explore via MFL, Spanish, German, French and British heritage and how we can conjugate our unique identity with being part of a larger entity: Europe, by learning how Europe's heritage is made up of the diversity of all its nations, which is a key element to understand and explore in today's context, especially after Brexit. At the same time, from a Teaching and Learning point of view, the project also aims to measure the impact of innovative ICT practices and transnational collaboration in increasing motivation and language uptake in all students, while developing innovative ways to ensure sustainable investment in learning.The teaching of MFL in the UK is becoming increasingly difficult and in other countries is perceived as a necessary subject but frequently too academically orientated. This project, by making cross curricular links with other themes and putting transnational collaboration in the core; allows teachers to add a unique practical element to the teaching of languages (use of Project Based Learning) which, we believe, will be the future of language teaching and learning in the future. The project will allow us to assess such practices and disseminate these with other countries while embedding them in the curriculum. The project has 7 clear objectives: 1. Raising awareness of the importance of Europe’s cultural heritage and its diversity within a common project. 2. Supporting social inclusion and tolerance, developing critical thinking and youth engagement in the community and beyond. 3. Development of linguistic skills in the TL within the curriculum. 4. In the case of the British school: increase/ positive impact in numbers of students wanting to study their chosen TL to GCSE and/or Alevel. 5. Use of innovative practices via technology to enhance collaboration and language acquisition. 6. Development of advanced digital skills within an educational context. 7.Motivation of disengaged students via the use of digital technologies. Objectives 5, 6 and 7 clearly develop our main priority of : ""Open education and innovative practices in a digital era"". Objectives 1 to 4 are linked to the development of relevant and high quality skills and competences. We believe all the 7 objectives, also,promote the acquisition of key skills and competences, not only from a language point of view but also culturally and politically as the project develops tolerance, critical thinking and understanding of different cultures and traditions, long term benefits. There will be 82 participants from four different countries. Organisations will select students due to their own background context and educational priorities as schools. All participants will be invited to join the programme taking into account: disaffection in the learnign of MFL, being gifted and talented students or disadvantaged students. The project is divided in two distinctive parts: Part one will focus on specific collaborative teaching and learning tasks which will be done by all participants in their own schools and which will not involve mobility but will set up a key foundation for the second part of the project (mobility). During this first part, the role of the teachers involved in the project will be to lead discussion in TL about key elements such as stereotypes, heritage, diversity, tolerance, which will also foster linguistic skills as well as critical thinking in all participants. Outcomes from these activities will be shared via etwinning and will require the use of new technologies as a way to develop innovative ways to ensure learning and enhance motivation to learn MFL in our students. The collaborative factor and the fact that participants' outcomes will have a real audience will contribute to increasing motivation too. Part two of the project will consist of 4 different activities, which will require mobility and will allow participants to meet the students they worked collaboratively with throughout part one. The core of the project lies in the fact that it is rich and ambitious and supports three parallel visits after 6 months in the project: Mobility of UK students to Spain, Germany and La Reunion. This mobility is key to continue understanding each other's heritage, develop analytical skills while developing linguistic acquisition with a clear task in mind after this visit: joint videos where heritages elements of the both countries in contact are present. Finally, within part two, activity 4 will be the absolute climax of the project, when all participants from all different countries will meet in the UK and will work towards two clear outcomes: the creation of a multilingual promotional video about Europe's Heritage and a physical mural illustrating all participant countries’ heritage."

The use of digital technologies and open data in education in general and in addressing the need for active citizenship in particular remains fragmented because educational stakeholders are largely unaware of the potential benefits that digital technologies and open data can offer for learning as well as the opportunities available to them when they develop digital skills in an open data environment. Digital technologies are used in most employment areas, but the understanding and recognition of data and information literacy is lacking in the European job marketplace. This is recognized as the first item in the European Commission Digital Competence Framework (https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework).Until now, educational stakeholders have been extremely timid in applying the use of open data and digital technologies in satisfying their responsibility to help young people in their demographic engagement and acquisition of digital citizenship skills in order to fully participate in their communities and make smart choices online and in life. According to the EU Science hub, this European initiative urgently needs to be embedded in schools and in teacher training. This proposal, D3: Developing Digital Data literacy is a response to these needs, while embracing engagement in citizenship through digital technologies as outlined in the European Commission Digicomp Conceptual reference model. The D3 project aims to make use of the outcomes of the Comenius Forward Looking Youth project “YouthMetre: A Tool for Forward Youth Participation”, which promoted “the collection and analysis of substantive evidence allowing young people to participate effectively in policy making”. This project, in turn recommended relating further actions to the European Framework for Digitally Competent Educational Organizations and supporting innovative approaches and digital technologies for teaching and learning in schools.D3 is designed to promote a highly relevant educational approach, applying the framework of a digital citizenship educational paradigm, by providing innovative mechanisms (curricula and engagement structures) resulting in learning and engagement opportunities to integrate digital technologies and open data in schools. The goal, therefore, of the proposed project is not only to narrow the existing gap between education and digital literacy, but to shift the education process in innovative ways altering the approaches we have catalysed learning that needs to include digital citizenship. Towards that goal the project will produce the following outputs:IO1: Review school curricula and qualifications, open data tools This review is relates to the EC Digicomp framework and provides a capacity building tool by identifying opportunities to integrate open data and digital data tools into secondary schools and responsive to the “digital data skills” gaps.IO2: Teacher Training Course focusing on competences related to digital technologies and data literacy key competences in initial and continuing teacher education and trainingIO3: Teaching resources on democratic engagement and open dataThese teaching resources will provide blueprints for teachers to use digital data and information tools to help build critical engagement and active citizenship.IO4: Gallery of Case studies demonstrating pedagogical approaches such as citizen science. A series of Multiplier events will be organized to promote and share these outputs and engage and enthuse teachers and educators to adopt ‘digital data literacy’ with ‘active citizenship activities’ in school situations.

The MOOS (Mutual Open and Online Skills) project has seen the ideation, implementation and experimentation of a transnational, digital, educational platform and related instruments (Open Education Resources - OER) based on principles of “Open Education” applied to High School. The project title MOOS is inspired to MOOC (Massive Open Online Course) and to MOOS (MOOS are a text-based online virtual reality system to which multiple users are connected at the same time).OPEN EDUCATION is one of the greatest challenges for future of learning in fact the European Commission approved a communication based on “Opening up Education” in September 2013 (COM(2013) 654). The Communication sets out a European agenda for stimulating high-quality, innovative ways of learning and teaching through new technologies and digital content. ‘Opening up education' proposes actions towards more open learning environments to deliver education of higher quality and efficacy and thus contributing to the Europe 2020 goals. MOOS project has aimed the approach of the Open Education in European high school and to student inclusion policies by applying the methodology of OER (Open Educational Resources) in the creation, sharing, implementation, and evaluation of digital learning curriculum, through the experimentation of a new generation Web 2.0 and 3.0 for learning innovation.The MOOS objectives have been the following: to improve the use of ICT and the Open Educational Resources in the Curriculum of each high school to stimulate different and new ways of learning; to implement new models and instruments for digital transnational classroom with common Curriculum in some disciplines/courses and the development of digital lessons and educational resources in collaboration with students; to foster the attainment in basic skills and the learning of key competences with digital tools in common (e.g., CLIL methodology) and in different languages (multilingualism); to extend the accessibility of high school courses, especially for disadvantaged students (all courses will be open and on line), as factors to prevent and to reduce early school leaving or as a compensation instrument; to enhance the quality of teaching with the strengthening of teacher competences in the use of OER (specific training for teachers involved in the project) and the change-and-challenge-based profile of new teachers ( the teacher as a tutor and as a mediator). The project partnership is composed of 7 high schools from 7 different EU Countries: 1. Liceo scientifico statale “Galilei” (Pescara, ITALY) – Applicant coordinator2. Täljegymnasiet (Södertälje, SWEDEN)3. Colegio Blanca de Castilla (Burgos, SPAIN)4. Starostwo Powiatowe - Zespół Szkół Ponadgimnazjalnych (Busko – Zdrój, POLAND)5. Berufskolleg am Haspel (Wuppertal, GERMANY)6. Puolimatkan koulu (Hyvinkää, FINLAND)7. The King's School, Ely (Cambridgeshire, UNITED KINGDOM)The activities carried out : 4 transnationl meetings to coordinate the project implementation phases, 5 learning activities for teachers and pupils, 4 activities linked to intellectual outoput (Digital platform for Open Education, Common european digital curriculum, Digital lessons and OER, Paper on Open Education in High School), multiplier events (7 e-Practice National Workshops, 1 European Workshop, a European Final Conference).Innovative forms of pedagogical practice of MOOS encourage learner-centred approaches, group work and participative learning promoting inquiry-based learning, learning-by-doing, problem solving and creativity. Existing and emerging technologies increasingly allow teachers to create pedagogically effective learning activities. The innovativeness of MOOS practices have emergedthanks to teachers' use OER in their efforts to organize newer forms of open-ended, collaborative, and extended learning activities.Results obtained are based on outputs of the activity provided by participants, partners and other stakeholders involved in the dissemination activities: Open educational digital platform, European digital common curriculum, Disciplinary digital courses, Open transnational creative classroom, Training course model for digital teaching.The impact of MOOS has contributed: to create a wide internet learning space based on the interoperability of Open Education Resources between schools, public Authorities and other educational agencies; to empower the capacity of participant schools to work jointly to identify the emerging educational needs and develop innovative solutions to prevent dropout ; to carry out an open education experimentation on a Web 2.0 and a real digital learning service to facilitate the participation and motivation of students at risk.The long term benefits are that new European schools will be engaged to the Open Online Platform , new courses will be uploaded and free for all students and stakeholders.

"This project consists of the creation of a virtual city called The Village with its social economic and cultural structures. The project aims to develop key linguistic competences (French, English and Spanish) in students using the urgent 2030 Global Agenda for Sustainable Development in the world and some of its 17 SDGs as a context to do so. Our schools believe that these goals must be nurtured in the young minds of our students by being an integral part of the curriculum. The project, aims to use project based learning in MFL and transnational collaboration among learners, as tools to tackle the 2030 Global Agenda while developing key competences which in return, in the long term, will foster employability, socio-educational development (becoming better world citizens) and entrepreneurial skills in our students. Consequently, the project will allow our pupils to explore creative initiatives in order to tackle the SDGs through the creation of a virtual city, The Village, where these SDGs will have been tackled and achieved. The project intends to explore and tackle goal 4 (Quality Education), goal 6 (Clean water), goal 7 (Affordable and Clean Energy), goal 10 (Reduced Inequalities), goal 11 (Sustainable Cities and Communities), goal 13 (Climate Action) and goal 16 (Peace, Justice and Strong Institutions). The project will be blended between 6 physical mobilities and 15 virtual activities through the use of eTwinning. The latter will be vital in the smooth running of the mobilities and will create real opportunities and contexts for large amount of students (school specific MFL classes) to collaborate outside mobilities, another great asset of the project, while increasing motivation to learn a MFL.The project aims to achieve the following objectives:1. To develop high quality linguistic competence in French, English and Spanish, three languages taught as MFL in the partner schools. 2. To create awareness and reflect on the SDGs and finally developing actions to achieve these goals in our Village. 3. To develop CLIL (cultural language, integrated language) in the MFL classroom by learning through projects and transnational collaboration.4. To develop critical thinking in creativity in our students through transnational collaboration. 5. To develop awareness about climate change challenges and how, creatively, we can overcome these, via the creation of environmentally friendly houses, energies, good consumption habits and sensible water consumption. This means to reflect on current lifestyles and promote change.6. To develop entrepreneurial skills via the creation of an invention aimed to tackle climate challenges.7. To create awareness about the importance of democratic action and equality. 8. To explore cultural heritage and promoting a love for diversity and social inclusion.Objectives 1, 3, 4, 6 are linked to the horizontal priority ""Supporting individuals in acquiring key competences"": languages, entrepreneurial mindset, critical thinking and creativity, cooperation in science (via environmental issues), technology and arts, developing skills in climate action and developing social competences.Objectives 2 and 5 are linked to the horizontal priority ""Environmental and Climate goals"".Objectives 2, 7 and 8 are linked to the horizontal priority ""EU citizenship, EU awareness and Democracy"" and ""Creativity and Culture"". The project will involve 72 students, directly, aged 13-15, from the three different partner countries. 24 students (12 from partner schools and 12 being local participants) will take part in each physical activity. However, thanks to eTwinning, a larger amount of students will participate in the project via the preliminary activities, increasing its overall impact. The methodology of the project is group work and analysis of data, sharing of ideas and transnational collaboration.The project will use Padlet to produce final results, plus physical murals and displays, which will make up the structure of the Village.The final product will be a Padlet/range of physical displays showing our Village and the composition of its social, economical, educational, cultural, and political structures. These structures will be divided in 6 blocks, corresponding to the 6 planned main activities as follows: Activity 1: Our inhabitants, the social structure of the village.Activity 2: Our identity and our city, our values, our, flag and our city design.Activity 3: Democratic participation, our government.Activity 4: Our environment, our energy and our houses.Activity 5: Our heritage, our food and our traditional costumes.Activity 6: Our education and our inventions, designing our school.Activities 1 to 3 will be completed during Y1 of the project and activities 4 to 6 during Y2. Overall, the project, under 6 school exchanges, presents a perfect opportunity to create awareness of global issues while developing linguistic skills and fostering real communication among all participants."