The European platforms are the most efficient method to connect different zones of the European continent, a way to meet teachers and students from different educational systems which focus on non-formal methods. The chosen courses are an opening to profesionalization, interculturality and internationalization. Title: Connecting Europe - ITC and social networks in non-formal educational activities The purpose of the mobility project is to optimize the international exchange experience program by integrating ITC in the educational process and by enhancing the linguistical and intercultural skills with application in non-formal teaching.Objectives:- to improve the international dimension, including experience exchanges;- to learn of new non-formal methods and techniques of learning-teaching-evaluation process;- to provide new learning strategies in order to include ITC in non-formal activities;- to promote a transdisciplinary approach towards the lessons using non-formal methods;- to use digital platforms, social networks for good practices excahge;- to create new tools (a digital guide or a digital game) and platforms, created in collaboration with the students during non-formal activities;- to develop the team-work skills and abilities using the means of ICT and non-formal activities;- to develop competences to apply non-formal methods to motivate and activate the students- to promote foreign language learning and embrace linguistic and cultural diversity. Twelve primary, secondary and high school teachers have been selected. Two target groups have been identified, and are as follows: the main target group, consisting of the 12 teachers involved in the mobilities, and a secondary one, composed of the teachers, and consequently the students, which are to assist the dissemination of the information gathered by the main target group.Project management:- managing the participants: the selection of participants, including their profile and their preparation; outcomes: competences, skills, abilities and knowledge;- project management: the team involved in the project coordinates each stage: from completing and sending the forms to managing the finances and preparing the mobilities: accommodation, insurances, safety and protection of the participants, mentoring and support, results dissemination and impact assessment. The activities are set to take place in three great stages: 1- before, 2- during and 3- after the mobility.1- main activities: - the communication with the team members regarding the completion of the application forms and the possible courses; - the analysis of needs; - the participants’ profiles; - the establishment of the selection board and participants selection, according to the established criteria; - preparatory stage: course content, pre-course themes; - linguistic preparation; - initiating the communication between the participants and the host organization and between the school participants and the foreign ones up until being sent into mobility;2- main activities: - the effective participation to the international courses; - the presentation of the Romanian educational system; - the exchange of opinions and good practices with participants from other countries; - the maintenance of communication between participants and the host organization and between the school participants and the foreign ones during the mobility;3- main activities: - follow-up activities: long and short term impact, dissemination of the results, evaluation; - the maintenance of the communication between participants and the host organization and between our institution’s participants and the ones from the other countries after the mobility; - the communication with the project team, the school’s managing team, the colleagues from the Teachers’ Council, the school’s community; - the application of the new methods on the indirect beneficiaries, our school’s students; - activity with the students “Digital stories with Prezzi”; The impact will be differentiated across the institution and the participants, on short and long term, in measurable terms (guide of good practices, photoblog, articles,album of non-formal methods, digital tools ) and non-measurable terms (ideas, knowledges, feelings, opinions, experiences for target groups, cultural sensibility). The dissemination of the results will be differentially planned, from both the school’s and the participants’ point of view, with a minimum of 12 months for the mobility and another at least 6 months for the entire project, from school level to an international one. The evaluation will be conducted by the project team and the school’s managerial team. Questionnaires will be applied to the directly and indirectly beneficiaries. The evaluation will be correlated with objectives and the expected results, correlating with the learning results.

CONTEXT/BACKGROUND OF THE PROJECT : It's important for both school children and their parents to understand exactly what cyberbullying is and how it can affect others. Cyber bullying is one of violent crime which has arisen with the development of technology and increasing day by day ,and has a big risk and trouble. Langholt, 2011 says as these real-life cases above have shown us, cyberbullying can be infinitely more painful than the physical wounds of actual physical bullying. Researches show that %29 of them face with cyberbullying ,%11 of them bully the others and %47 of them witness cyber bullying. In many cyber bullying cases,they are exposed to simple behaviours(%50 of them are affronted and %30 of them given a nickname)but %20 of them says that they are threatened.It is clearly seen that many victims(nearly %60 ) are negatively effected at school or home by their friends or the cyber behaviours ,they meet on virtual enviroment. Children, young people and adults spend more and more time online. The continuously growing number of social media platforms, online opportunities also increase the risks of running into inappropriate websites, images, and in the case of cyber-bullying, it also increases the risk of anonymous threats, abuse and bullying.The project through the cooperation of the international partners contribute to developing a common approach to risk-prevention, information and guidelines to families, parents, children and other relevant stakeholders. With this project, by incorporating technology in the classroom, teachers will focus on the ethical use of technology teaching students how to use technology appropriately is better than having them figure it out with no guidance. OBJECTIVES : *aims to equip pupils with the knowledge, understanding and skills to use information and communication technology creatively and purposefully; *to conclude and take precaution on the security in school and society; *to determine ”Secure school standards” and provide physical,psychological and social security; * to guide teachers developing programmes to prevent school-bullying and cyber-bullying, to help their collegues and families understand and solve the dynamics of school-bullying and cber-bullying that they face at school; * to create a safe school environment focusing on improving peer relationships through a school-wide approach; * to educate teenegers about safe Internet practices. NUMBER AND PROFILE OF PARTICIPANTS * 7 European secondary schools from 6 countries in United Kingdom,Italy,Spain,Romania, Czech Republic and Turkey, all having curricular programmes for cybersecurity education and promoting a culture of mutual respect and a tolerance or appreciation for diversity. * 15 teachers in the given schools committed to cybersecurity education; * 25-30 secondary school students in each school, mostly at the age of 15. DESCRIPTION OF ACTIVITIES 1. Preparation * Setting up project management, selecting students, creating website; * Preparing project meetings and student exchanges; * Translating local good practices into English, uploading materials to website; 2. Implementation * Organising after-school workshops for students; * Transnational project meetings at each school for studying good practices; * Short-term student exchanges for experiencing extra-curricular activities in cybersecurity education * Creating a methodological resource book and video guide and uploading them to the project website. METHODOLOGY *at project meetings: visiting lessons, presentations, lectures, transnational discussions, workshops and round tables, studying teaching/learning materials and methods, curricula and educational programmes, monitoring and evaluating progress, making surveys; * at student exchanges: ’learning by doing’ - transnational group work/pair work, interactive transnational workshops and round tables, visits to places of remembrance, presentations, lectures, discussions, board games, films, sports, music, dances, arts and crafts, monitoring and evaluating progress, making surveys etc. RESULTS AND IMPACTS: *to teach students how to be cyber safe and savvy; *rather than create panic over technology use or spread misunderstandings, to show students how they can use technology for the greater good; *to establish open communication with students; *to explore issues like technology risks, cyber safety and positive online communities; *to suggest parents buy filtering software or special ICT equipments for younger children and teenagers; *to encourage cybersecurity education for teachers, administrators, and counselors. LONG TERM BENEFITS: With the guide of counselors and experts, educating children about the possible negative effects of posting personal information online and providing training about how to remove personal information that shouldn't be online will alleviate opportunities for cyberbullying attacks.

"The project ""Under the same sky"" was born in the IES Saulo Torón for the need to open ourselves to European heritage and favor the inclusion of migrant students with innovative methodologies. The IES Saulo Torón is a Public Secondary Education Center with 50 years of history. It is located in Gáldar, a municipality located in a rural setting in the north of the island of Gran Canaria, characterized by its strong local character. We have 800 students, among whom there are minors belonging to Gáldar and others who come from distant municipalities but who are housed in the local Students Residence because in their places of origin they encounter serious family and social problems. For the attention of all the students we have a staff of 70 teachers. Given this context, the Center would like to start acquiring international experiences and organizing this kind of projects. To this end, the following partners will offer and exchange their knowledge:- 17 Lykeio Athinon (Greece) - 44 Secondary School Neofit Bozveli (Bulgaria) - ITIS G. Cardano (Italy) - Liceul Teoretic Bilingv Miguel de Cervantes (Romania)The Project It is intended for students aged between 14 and 17 years. It is based on a participatory methodology that develops different interdisciplinary activities that have as a common thematic core ""the sky"", as a symbol of unity, inclusion and integration of different cultures.The main objectives of the Project are:- Contribute to the assessment of European cultural heritage.- Promote the inclusion of migrant students.- Promote internationalization.In order to achieve these objectives, participating Centers will carry out activities whose products are displayed in each mobility. That is, each partner develops activities locally with the groups of students to whom the project is intended; and from these groups five students are selected, matching the following profile:- Fluency in English as a foreign language.- Good attitude in the classes.- Commitment of parents to host students from partners.- Active participation in the life of the Center.- Positive leadership ability within the group.- Responsibility, motivation and commitment to the project.- Concrete skills in certain arts, related to work prior to mobility (music, literature, drawing ...).These activities are specified as follows:1st - Reading and making of stories that speak about migration, in which the sky is mentioned, starting from the tradition and literature of each partner country.2º- Creation of lyrics inspired by the slogan ""Under the same sky"", where the theme of social inclusion is discussed.3º- Works of investigation on philosophers and astronomers where the contributions that all cultures have made to the progress of science and knowledge are observed. There will also be dramatizations about myths related to the sky.4º- Realization of short films related to migration where the European sky is reflected as a protective umbrella of those under its influence.5th - Design of drawings concerning inclusion and the sky as a background .All these activities are framed within a participatory approach and include cultural visits to different places of interest. In parallel, during the mobilities, the faculty will meet to obtain conclusions on methodologies and appropriate tools for the inclusion and integration of migrant students into the classroom.Both the students' products and the project development process will be evaluated after each mobility. The grades of the products are recorded in the follow-up notebook of each teacher involved. The project will be evaluated after each mobility with a questionnaire that includes the suitability of the methodologies carried out, the achievement of the objectives, the focused contents , etc.With all this, the participating educational communities will have: a deeper knowledge of Europe, more tools to deal with the migratory flow that is taking place in our centers and we will also give a more international approach to our teachings. The impact of these results will be greater because of the importance we will give to the diffusion in different media: blog, social networks, radio and local press. Our intention is to continue working on inclusion and internationalization. Therefore, we consider that this experience will have a great impact for the participating educational communities, since they could be a starting point for some and a continuity for others in this line of work. Our students will also have a wide range of knowledge and experiences that will help them navigate the world. Our society will be more open to different cultures and customs."

"This project was born from the gathering of five polyglot schools representative of the diversity of Europe, all of them with experience in conducting European projects and eager to collaborate on the same subject ""living together"". At a time, when Europe is confronted with problems involving its future, where a strong reference structure is needed in the face of global giants, it was important for us to bring together people of good will from same continent with similar but different cultures to address the issue of social inclusion and make it a horizontal priority.The main objective was to raise the awareness of young high school students about the difficulties of living together in all the partner institutions that are similar and complementary but have different backgrounds and audiences. The idea was that everyone can enrich the other through his own experience and the pooling of forces to reduce prejudice in school and to acquire sustainable values that he can transmit himself to build the world of tomorrow with a European citizen conscience based on tolerance, openness to others and favorable to employability.The idea of building a common charter laying the foundations for living together was imposed on everyone. To achieve this, each partner country has decided on the activities to be implemented leading to the identification of specific biases, and in particular that of gender, which has reached consensus. Each one was free of the various means to exploit to remedy it within the framework fixed previously. The meeting times during the learning activities made it possible to take stock of their accuracy, their relevance, to measure their progress and to project themselves.The results achieved are beyond our expectations considering the interest that young people have in this regard. The richness of their productions testifies as well as the progress made in languages, digital, speaking, relational, autonomy and state of mind. Such a journey has significantly changed their behavior, their approach to each other and their worldview.Young people who are involved in this project are now trained: their daily work shows their ability to reuse their knowledge, know-how and skills. They are capable of autonomy, of taking initiatives and even for certain responsibilities. In addition, their relationship to the teacher has changed from a wait-and-see posture to a benevolent horizontal posture. We can only welcome this progress and perhaps to have aroused future careers.For all young people and adults, this project has been punctuated by very beautiful meetings, some of which are in the process of becoming permanent. Moreover, he broke the elitist, confidential and time-consuming image that some could still have. Finally, our schools have gained visibility, recognition and influence in the minds of families, the public, municipal and local authorities. From now on we are solicited for projects with varied subjects allowing a wider opening to society and to the world."

"Our project was formulated as a shared school ethos with schoolS conceived as workshops or a laboratorIES with technology put to the service of values ​​and the desire to build a fairer Europe. It has had 5000 direct beneficiaries of Pre-Primary, Primary, Lower Secondary, Upper Secondary and Vocational Training stages. The horizontal priorities have allowed us to tackle education from an inclusive perspective and have also encouraged the development of social, civic and intercultural competences, as well as fighting issues like discrimination or segregation. Based on emotion and spirit of inquiry, and supported by neuro-education, our activities have answered questions about the human condition: what does a human being do?, what distinguishes one human being from another?, what are the pillars of humanity? how to re-learn them?A human being is able to think, to feel emotions and excitement, to struggle but also to overcome difficulties. These have been the approaches of our itinerary through human values. Thus, we have satisfied the need that encouraged us to design this European project with these goals: 1 To create friendly, pleasant, meaningful and sustainable learning environments; 2 To rediscover the human being from a welcoming and respectful perspective; 3 To update our teaching skills; 4 To design innovative and challenging tasks and activities; 5 To create a network of more humane schools 6 To improve school atmosphere; 7 To encourage the use of aesthetic codes (word, image, music); 8 To foster a creative and innovative environment; 9 To promote respect and tolerance for the cohesion of Europe and experience active citizenship.The activities have been a journey through the thoughts, emotions, resilience and celebration of the unequivocal signs which evoke our humanity and mark us out as human. The markers of our humanity have been centered around these main categories:1 Dissemination of the project to the wide community in order to multiply the impact2 Establishment of Teams in every partner school: commissions (school ethos / project management / quality and evaluation / dissemination and impact)3 Teacher training: eTwinning platform, coexistence and mediation, active methodologies and neuroeducation.4 Pedagogical implementation with PBL methodology (project-based learning) and the latest findings in neuroscience the Cognitive and Humanistic Learning Theories.5 Study on improvement of school atmosphere and activities. Campaigns for a inclusive school.6 Service-Learning: learning among peers, combining learning and community service and the training developed by students in the international workshops7 On-going assessment as part of our Quality Plan.To summarize the impact, we will discuss different outcomes: http://www.humanlabs.es/productos/productos.html1 Strategic results:1.1 Students :- Extension of transversal, cultural, social, integration and inclusion skills with international teams both in Twinspace and in the physical mobilities.- Improvement of school atmosphere: campaigns against bullying, prevention of gender and domestic violence, prevention of xenophobic behaviours; analysis and report of the school atmosphere; Humanlabs Manifesto and sustainability actions.1.2 Faculties and staff:- Improvement of the management skills.- Improvement of the professional profile. Training in eTwinning, improvement of school atmosphere and mediation; Neuroeducation and Active Methodologies. http://www.humanlabs.es/socios/socios.html- Fostering of international relations. Groups enriched with job shadowing and shared classes- Improving the quality of teaching.2 Technological Results:- Gmail account and storeroom account in drive https://drive.google.com/drive/folders/0B9lfq7Ah9uQXUjRVZXBiOHFyMDA?usp=sharing- Twinspace for collaborative work https://twinspace.etwinning.net/19555/home- WebSite: www.humanlabs.es and Blog in each partner school3 Graphical Results: Logo and others4 PresentationsProducts:P1 ""Kit for a laboratory of humanity"". Datasheets and educational guide for peer learning training available for all centers.P2 APP HumanlabsP3 Travel Notebook: student reflectionsP4 Notebook of autographs from relevant people who supported our project. P5 Dialogues with the time. Creative show based on the Renaissance dialectic. (Patio I)P6 Creating a Falla monument. Creative show about cultural heritage. P7 Short film and Rap on emotions.P8 Clothing collection based on feelings. P9 Booklet about reason, emotion, love and hopeP10 Newspaper about the horror of the warP11 Dome in 3D (visual metaphor of the project)P12 Poetic, photographic and musical performance. ""Poetry is a weapon full of future.""P13 Guide of Valencia: places to visit in a city which is able to think, to feel and to look to the future.P14 Manifesto and schools’ ethos.Acknowledgements: good practices, national and European eTwinning QL, Move2Learn scholarships, Made for EU Prize"