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.

"Our project Erasmus + ""The gardens of Babel"" is finished. Our minds are full of memories and positive energy.Our first aims where :- Valorize the European dimension of our work and facilitate the communication between every contributor to promote mutual enrichment. Meeting the Other permit to expand our students curiosity for an other language and, through the practice, develop their own mind. The aim was to enhance the importance of exploring and communicating in foreign language. Family accomodation and foreign language courses enable the acquisition of new linguistic skills, essential for the good stay of the trip. The number of mobilities allow us to say that the goal is reached or even exceeded.- Concerning sustainable development education, every establishment created its own environmentally friendly gardens (vegetable gardens, sensory experiences, different climates, etc). Mobilities have been organized around these gardens to allow students to realize what have been made and then report to their establishment, on project progress. During these mobilities, class observations have been organized as well as visits of iconic natural parks close to each establishment. - The third line of work was to simulate an international conference of the parties (COP), as part of the fight against global warming. During the second year of our program, we performed, with our partners, this simulation in our french middle school. It has been a real success, supported by all contributors. A pedagogical kit has been created. It is attached to this folder. Once more, the European dimension has been combined with sustainable development. Students abroad Students welcomedFrance 73 70Italie 24 25Espagne 32 61Roumanie 13 13Suède 30 34Total d’élèves 172 203Global total : 375 students participate in mobilities, much more than 100 mobilities planned by the project. So, It is really with emotion that this partnership completes, rewarding experience becaming fundamental in our teaching practices, which will be done again during other european partnership."

"Leaving Footprints - Creating Ecological and Social Environment in EuropeProject's context/background:The wish for enhanced quality of life is anchored in every European and the ecological and social space offers possibilities to realize this mutual wish and to simultaneously strengthen the European community spirit. Therefore, the potential of the interaction between individual and environment becomes obvious: bracing oneself means bracing environment (and vice versa).Project's aims:International networking opens a chance to personal development. Therefore, it is the project's aim to support young Europeans in creating their personal environment sustainably through international exchange. This can be realized by cherishing, caring for and conserving the environment. The adolescents should encounter ways to cherish, care for and conserve environment - independently of their location. In the long run, this should enable the students to shape their environment (in both meanings of the word, social as well as ecological environment) to increase their quality of life.Number and profile of participants: Students as well as their teachers take part in the activities. The students are of the age between 16 and 19 years. Interested students of the different school communities can participate too, a group of participants will combine the results internationally.The teachers initiate the various processes and canalize the students' ideas as well as they support the students in creating own ideas.Different experts may serve the participating schools to provide information on the three activities' focuses (cherishing, caring for and conserving the environment), the choice of additional experts is on the individual school/host. Teenagers from Germany, Portugal and Romania take part in the project, so that they can gain different impressions of various European regions.Description of the activities and methodology of the project's conduction:The focus ""cherishing environment"" contributes to the students' perception of different regions and different ecosystems which may not be their own usual location. So they create awareness for the responsibility - also as European - for regions which are not their social and ecological environment.Concerning the focus ""caring for environment"" the project enables students to work on alternatives to reduce humans' negative impact on the environment. Perception can differ culturally, the students will experience different examples of human influence on environment and therefore school their intercultural competence.The third topic “conserving environment” offers the potential to create environment – based on the individual experience and creation of consciousness during the earlier phases in the working process. This leads to the experience of self-efficacy in a European context.The international activities focus on working on the topics of biodiversity (flora), biodiversity (fauna) and water.The results are combined ideas for the participants’ further individual and ecological development. This is supposed to sharpen the participants’ perception of a mutual responsibility for the environment and allows further international connection. Additional factors that are worked on are digital competences, social competence, creativity, spreading the ""Erasmus+""-idea, making good experiences, presenting youth's influence, connecting on an international level.Description of the results and impact envisaged and the potential longer term benefits:The project's results are a collection of videos and their publication on social media. They include the activities on the focusses cherishing, caring for and conserving environment. The results are realized in different media (e.g. video journal, tour guide, tutorials...) that portray the participants' experiences and offer further use. The collection of media is going to be added by material created after the official end of the project, further development will be possible. Using social media enables the students to further connecting internationally.The participants focus on the interaction of individual and environment during the project. The international connection allows personal development, also by allowing the students to locate themselves in a region, that is not their usual location. Therefore, international students create awareness for the responsibility - also as a European in line with the current legal regulations set by the EU - concerning regions that are not their social or ecological environment."

The serious loss of biodiversity is permanently and increasingly a topical issue. The project promotes an engagement with the topic.The idea for the KA2-project was to realize more examples of outdoor learning locations. Secondary and vocational students between 16 and 21 years of age from five schools have created learning locations, where other students and if possible also the public can learn in the nature about the nature. The contributions from the partners differ according to the specific local conditions.The two-year-sequence of the project started with a teacher-training seminar and went through three student exchange meetings. Finally there had been 131 mobilities. The third exchange meeting (C4, Portugal) took place without Italian participants, due to Corona restriction. The last exchange meeting (C5, Germany) had to be cancelled completely, due to travelling restrictions for all groups.All schools had prepared together a common and individually a certain topic. At the students meetings the schools introduced the results to the others. The common topics were: - The significance of biological diversity. - The importance of nature for mankind. - The humans’ influence on nature.Individual contributions of the schools are: - Germany: A natural trail for children prepared by nursery students. - Italy: From ancient grain to bakery products. - Romania: Beekeeping, a key to preserve biodiversity. - Portugal: A protected forest as learning location. - Austria: An Outdoor-workshop on sustainability in food production, cooking and consumption. The main target was the intensive meeting of students and teachers under the specific consideration of the topic.Every School worked with a specific group of students or choose a target group who might use the finalised location afterwards (disadvantaged people, apprentices, refugees, primary school pupils, people looking for a rest, utilisers of harvest). This diversity enhanced the experiences of the project.Sustainability of the project is guaranteed by the fact that the learning locations are offered to the public or even are protected areas. Each common activity was monitored by an anonymous questionaire, separately for students and teachers. This helped to optimize the following activities. EXPECTED RESULTSThe students and teachers have improved their professional, practical, social, personal and methodological skills. A special attention got the successful integration and support of the disadvantaged students.Five well documented and tested outdoor learning locations have been generated. Each school has implemented at least one aspect of an outdoor learning location that had been presented by a partner school.The different educational conceptions and attached didactical material perform a particularly important result (construction manual, videos, working material…).The material is provided in the internet.A final feedback of teachers emphasizes the request to continue to work with the project topics with the partners.

COMPASS project is an initiative aimed to contribute to alleviate the lack of achievement in STEM education and the ineffective use of digital technology, by bridging the gap among research and teaching practices. Project partnership is composed of two research universities (Bayreuth, Germany and Maribor, Slovenia) with a sound experience in developing dynamic geometry software (JSXGraph) and on innovative use of ICT in classroom (e-books); four secondary schools from four countries (Bulgaria, Romania, Spain and Turkey), that has ensured the project to be firmly connected with the everyday reality of the school life; and a EdTech company (Spain) that put the consortium in contact with the modern entrepreneurial world. This multifaceted consortium has achieved the following results:1.To research on the development of JSXGraph software new features in order to help create interactive animations which allow secondary students to be able to perform function plotting, charting and visualization aimed to enhance conceptual understanding in Science and Maths. A special focus was on the integration of JSXGraph with Moodle and interaction with the Moodle filters MathJax, FORMULAS and multi-language.2. To develop two STEM-Moodle modules aimed to secondary school students on Maths (quadratic function) and Science (Motion). These modules integrate JSXGraph based interactive animations in Moodle quizzes which allows monitoring of students' progress by taking advantage of their built-in learning analytic system. The didactical approach have used problem-based techniques aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. Modules have been translated to English and other partners' languages and published as OER (Open Educational Resource).3. Modules have been piloted by partner schools several times during the project life span. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials.In order to introduce COMPASS materials to the teachers community, project results have been disseminated through more than 30 presentation events at conferences and teacher training activities and through social media (project blog, facebook, twiter). In addition, three professional development courses have been performed, at national and European level, involving more than 100 teachers. By creating the COMPASS Online Academy, project has facilitated that around 20 teachers have gone further in experimenting the materials developed in different classroom contexts. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. In addition, the project server is offering free access to the materials to facilitate networking between the STEM teacher community. On the other hand, educational researchers could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, software developers have also benefited of project efforts in order to push further the interplay between interactive animations and Moodle questions. As a result of this interaction, several networks have been created among content developers and Higher Education researchers. A network with the Abacus project from Finland has led to a successful follow up ERASMUS+ application: 2018-1-DE01-KA203-004268 (ITEMS “Improving Tools for E-assessment in Maths and Science”), which will be a three-year project starting in November 2018.