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Formative Session A0: Set up the TwinSpace & eTwinning platform.

Every meeting in this project has some Formative Sessions projected in this project we count with 6 sessions which can be seen at the end of the post

This formative Session A0 Set up the TwinSpace & eTwinning platform was developed in avance with the creation of the group and the seletion of the groups.

In this local session we establish the persons in charge to dynamize the use of this important tool and to set up some activities to be developed soon.

INNOVATIVE METHODOLOGIES FORMATION in C1: Mobility Spain
A0: Set up the TwinSpace & eTwinning platform.
A1: Official presentation of the project to stakeholders.
A2: Platforms for effective and secure communication: Twinspace.
A3: Problem-Based Learning with google classroom tools.
A4: Project-Based Learning (PBL). IES Playamar Success Case.
A5: Cooperative learning and inclusive methodologies. IES Playamar Co-tutories.
A6:Dimensions and applications of emotional intelligence. Mindfullness Creativity crafting Mindfulness.ICT.Crafts

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Formative Session A1 Official presentaton of the project to Stakeholders in Town hall


This Formative Session A1 Official presentaton of the project to Stakeholders was developed in the Town hall of torremolinos where we explained the objetives and planning of the project to the local authorities who gave us their support in a meeting with the mayor of Torremolinos and the Elected Reponsible for the education in the town

From this lines we would like to thank the Mayor of torremolinos, Education Elector and its team for its help and its implication in the project.

Every meeting in this project has some Formative Sessions projected in this project we count with 6 sessions

INNOVATIVE METHODOLOGIES FORMATION:

A0: Set up the TwingSpace & eTwinning platform.
A1: Official presentation of the project to stakeholders.
A2: Platforms for effective and secure communication: Twinspace.
A3: Problem-Based Learning with google classroom tools.
A4: Project-Based Learning (PBL). IES Playamar Success Case.
A5: Cooperative learning and inclusive methodologies. IES Playamar Co-tutories.
A6:Dimensions and applications of emotional intelligence. Mindfullness Creativity crafting Mindfulness.ICT.Crafts

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Final Products

  • A0: Etwinning Channel
  • A35: Evaluation plan
  • A36: Dissemination plan – Website & Social Networks
  • A37: Online Radio
  • A38: Didactic Units on entrepreneurship
  • A39: Translation (three languages) of the final products
  • A40: Multichannel online platform
  • A41: Entrepreneurship Crafting Board game made 3D printing
  • A42: Virtual crafting museum web.
  • A43: App with trades at risk getting lost.
  • A4: Collaboration Network

A0: Etwinning Channel

• Activities

• Establish Activities to dinamize our students in Etwinning

• Prepare forums between our students to share our products

• Prepare Video Conferences between our students to share our experiences
• Activities each member • Insert our Students in the platform • Create the pages about your school . • Make our students work in the forums , chats & video conferences. • Upload the activities developed in your own Mobility • Upload links to the Products


A44: Collaboration Network


• Activities • Create the collaboration network in the way of a NGO • Create a Website for this Network
• Activities each member • Sign the agreement document
A35: Evaluation plan.
• Activities • Create a form in google forms after each mobility to test the quality of the activities • Send this form to each partner participating • Create Final report
• Activities each member • Fill the forms after each mobility to test the quality of the activities

A36: Dissemination Plan – Etwinning & Social Networks.

• Activities • Create the Social Networks (Twitter,Instagram,) • Dinamize the Social Networks (Look for users, ask for likes) • Update the Social Networks with the news • Upload Videos to Video Channel
• Activities each member • Like our publications • Follow our acounts and make our students follow them

A37: Online Radio


• Activities • Create a Online Radio Channel in SoundCloud or other • Prepare interviews between our students . • Upload these interviews to Radio Channel • Dinamize the radio channel
• Activities each member • Participe in our interviews. • Like our interviews . • Follow our acounts and make our students follow them.

A38: Didactic Units on entrepreneurship

• Activities • Create Didactic Units on entrepreneurship at Crafts • Convert them to Exelearning • Upload them to the site

A39: Final products Translations

• Activities • Translate the Didactic Units from English to each language • Translate the Museum Descriptions to each language

A40: Multichannel online platform.

– Website .
• Activities • Manage the domains • Administrate the hosting • Develop a Visual impacting Website
• Activities each member • Upload the activities of each mobility (one per activity) • Upload the activities which are make in your school and have to do with the subjets of our project to the site.

A41: Entrepreneurship Crafting Board game made 3D printing

• Activities • Create the rules of the game • Create the Board of the game • Create the pieces of the game in 3d Printing
• Activities each member • Help in the development of this activity

A42: Virtual crafting museum Web.

• Activities • Create the website of the museum • Upload the documents and videos of each documents
• Activities each member • Help in the development of this activity. • Send documentation about the crafts of each region.

A43: App with trades at risk getting lost.

• Activities • Port the museum website to an android app • Upload it to Google play
• Activities each member • Help in the development of this activity

Final Products by patners

Spain

A36: Dissemination plan – Social Networks A40: Multichannel Website online platform (shared) A44: Etwinning Channel Coordination (shared) A37: Online Radio (shared) A35: Evaluation A55: Networks of Patners (shared)

Czech Republic

A41: Entrepreneurship Crafting Board game made 3D printing

Iceland

A42: Virtual Crafting museum. (shared)

A43: App Inventor App with trades at risk getting lost. (Webapp )

United Kingdom

A38: Didactic Units on Crafting Entrepreneurship (adaptation)

Estonia

A35: Didactic Units on Crafting Entrepreneurship (translate)

Lithuania

A39: Didactic Units on Crafting Entrepreneurship (translate)

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Working Session 4: Final Products & Coordinations Responsabilities

The Fouth Working Session of C1 Mobility was make at Thursday 4, of november 2019

In this meeting we establish the Final Products Responsabilities and the & Coordinators duties.

The result of this meeting establish this sharing of duties

Spain
A36: Dissemination plan – Social Networks
A40: Multichannel Website online platform (shared)
A44: Etwinning Channel Coordination (shared)
A37: Online Radio (shared)
A35: Evaluation
A55: Networks of Patners (shared)

Czech Republic
A41: Entrepreneurship Crafting Board game made 3D printing

Iceland
A42: Virtual Crafting museum. (shared)
A43: App Inventor App with trades at risk getting lost. (Webapp )

United Kingdom
A38: Didactic Units on Crafting Entrepreneurship (adaptation)
Estonia
A35: Didactic Units on Crafting Entrepreneurship (translate)
Lithuania
A39: Didactic Units on Crafting Entrepreneurship (translate)

You can download the document here


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IES Playamar

IES Playamar is a Public High School located in Torremolinos (Spain). It is an ICT center. We have 963 students, their ages are from 12 to 20 years. We offer: ESO, Bachelor of Social, Humanities and Technology. We also have two Formative Cycles, in “Computer Science” and “Automotive”.

This is the School Link : https://www.iesplayamar.es/

Where is IES Playamar?

IES Playamar is joining this project for these reasons :

1) IES Playamar teachers want to change that described reality. We intend to preserve and disseminate this ancestral knowledge about these crafts, especially those that are in danger of disappearing. And, on the other, to increase the employability of young people by helping them to start from the detection of opportunities in the craft sector using ICTs, so that they generate value and that, as their ancestors did, they can continue living from it. .

2) We need to continue with our strategic internationalization plan that began two years ago. Erasmus + is an opportunity. Regarding our potential, as a center, with the contributions to the project, indicate that:

1) Our teaching team is involved in the main relevant areas of knowledge of the project. The departments involved are: Art; History; Technology; Economy; Computing; English; Orientation and the management team

. 2) In this project the director, the association of fathers and mothers (families) and the administrative staff actively participate because, for them, it is also important to compare our organization and management with other educational systems.

3) The school interacts and collaborates with cultural institutions and craft associations in the area.

4) The school develops several innovation projects in the framework of the regional programs like Innicia in Entreprenuship, Comunica in Oral and digital development or Aldea in the branch of enviroment Protection.

Why does this project arise? On the occasion of the European year of cultural heritage, we did a SWOT analysis of its state in our environment. The conclusions were:

  • Art and crafts: they are part of our cultural heritage with incalculable value. • Ancestral knowledge threatened by globalization and low-cost mode of production. • Scattered and lacking attention from society and governments.
  • Lacking resources to compete in the global world.
  • With technical-artistic knowledge but lacking in business training.
  • Very linked to the rural world.
  • Highly feminized.
  • • Other people’s to the circuits of promotion of the enterprise.
  • Key to the construction of a circular economy, of a “slow” way of life. (Later, when looking for the rest of the partners, they applied this analysis and observed that in their environments there was the same reality and type of problems).

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Project Description

The traditional activity of artisans and artisans is part of that valuable European cultural heritage that we have to protect, promote and contribute to their future survival.

Handicrafts are an important source of job creation in Europe, but many of those professions are at risk of being lost. With our project we want, on the one hand, to help conserve and disseminate this ancestral knowledge about these artisan crafts, especially those that are in danger of disappearing. And, on the other, increase the employability of young people from the creation of start-up linked to the application to these trades of virtual reality and 3D printing.

We intend to contribute to new generations detecting entrepreneurship opportunities in this sector of European crafts, so that they generate value and, as their ancestors did, can continue to live on it. The project must be financed because:

1) We work explicitly, and in a main way, some of the European priorities in our national context of this 2019 call: on the one hand, the European cultural heritage, because handicraft is our central theme. And on the other, social inclusion, because we intend to eliminate gender stereotypes in relation to access to certain craft trades through activities that will help address gender diversity and equality.

2) Our project arises from the detection of specific and relevant needs detected after the application, by partner schools in their respective environments, of the SWOT analysis. The conclusions were unanimously shared by all. As regards the “Threats”, we agree to point out the loss of employment and cultural heritage that resulted in the disappearance of artisan crafts.

The main “Weakness” identified was the difficulty of our graduated students to find a job that, in part, was due to the need for a greater connection of the educational competences we work in relation to those required by the companies in our environments. We agree that the solution to the needs found were:

a) Only with the endogenous development of the territories where our centers are inserted would these problems be solved.

b) If we wanted to contribute to the above, we need to deepen our relationships to conserve and promote these craft trades and, at the same time, collaborate for the joint detection of entrepreneurship opportunities offered by the handicraft sector at European level.

3) Because it is innovative in relation to the exchange of good experiential practices that will affect the adoption of new teaching performance guidelines.

More information about the project in the following links

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Saku Gümnaasium Estonia

The Saku Gümnaasium school is located in Saku (Estonia). It is a public center of secondary education. We have two buildings. We have 1315 students between the ages of 12 and 20, and 92 teachers. Our center is structured in the following areas of knowledge: Art and History, Science, Technology, Information Technology and Languages.

We promote and support varied extracurricular activities for the development of our students: we teach courses in ceramics, carpentry, joinery and folk songs. Which allows us to collaborate and involve artisan associations in the area. Some of these workshops are taught by members of these associations. At the end of them we organize local competitions.

This is the Website https://www.saku.edu.ee/

. We are convinced that, with this project, our teachers will acquire key competences in the field of: collaboration; teamwork; planning; organization; management; communication and a number of very important social skills that will be decisive not only for the successful implementation of the project but will remain in our school and help us modernize it. The motivations we had to participate in this association were several. On the one hand, we think that it aligned with our idea of ​​preserving our cultural and natural heritage. On the other, that solved a lack that we have, but that we want to correct with this project, because we would like to learn in areas linked to new technologies (3D printing and virtual reality).

Where is Saku Gümnaasium Estonia?

The rationale is that at the dawn of the fourth industrial revolution we have to provide our students with the ICT tools and business skills necessary to survive, but at the same time, we must preserve ancestral trades that are at risk of disappearing due to globalization. . We believe that the proposal of this Erasmus project to integrate ICTs into these trades, to make them more competitive, is a way to preserve them and ensure their survival.

Our educators have the following experiences and capacities with which they contribute to the project: – We have a powerful department in plastic arts and crafts. – Our experience in networking (we collaborate with artisan associations in the area and organize competitions and fairs with them). We developed a network with the local circle of artisans in a local project that we lead on “multiculturalism and ethnography: past and future”. – The rest of the team is very active, participatory and with a high level of English. – We contribute to this consortium our experience in natural, cultural and historical heritage conservation programs.

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Fjölbrautaskóli Norðurlands Vestra

Fjolbrautaskoli Nordurlands vestra (FNV) has 506 students, it is a comprehensive high school in northwestern Iceland. It is located in Sauðárkrókur, which has a population of 2,598 inhabitants. FNV offers a wide variety of vocational programs. Specifically in Art, Computer Science, Carpentry and Paramedicine.

This is the web site of the school http://www.fnv.is/

We also have distance training courses. The students are between 12 and 20 years old. The social life in the school is very good, we have several social clubs for students. In addition to Icelandic we teach Danish, English, German and French. We have a “Fablab” inside the school in cooperation with the town hall.

The Fablab is equipped with several 3D printers and the staff is willing to help teachers and students learn. MOTIVATION We want to continue with our internationalization project that we started in 2016. We have introduced it in our Annual Plan. The main motivation for the FNV to get involved in the project is that we are aware of the importance of educating students in programming for the 21st century.

Where is Fjölbrautaskóli Norðurlands Vestra?

Our school is working on the implementation of programming as part of our curriculum. In Fjolbrautaskoli Nordurlands vestra (FNV) there are some programming courses, but they have been offered as part of the electronics studies. In our environment there are many craft trades that are being lost, which forces our young people to leave our town and go to Reykjavik. We want to create the necessary circumstances to help our students to have business opportunities and avoid depopulation of our people. We are excited about this Erasmus project the possibility of helping to preserve those ancestral trades, which require artisanal skills, through the use of technology. For us, we think it is the key to the survival of our beautiful people.

Our educators have the following experiences and capacities with which they contribute to the project: – We have been working with 3D students for years to solve social problems and we have a network of companies involved in our workshops and activities. -All the teachers involved have the technical knowledge, skills, administrative support and sufficient experience to successfully execute all aspects of this project. Our strengths are consistent and aligned with the achievement of the objectives of this project.

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Mendelova střední škola

Mendelova High School in Nový Jičín (Czech Republic) has 823 students and 84 teachers. The objectives of our multiannual plan are to promote methodological change based on ICTs (programming), the resolution of social problems with 3D printing and enhance entrepreneurship based on the opportunities of our cultural heritage.

This is the website of the school https://www.mendelova-stredni.cz/

The main motivation is the interest of our school for the conservation of historical and cultural heritage from the promotion of social enterprise. Help our students to detect opportunities for entrepreneurship in the European sector of art, crafts, protection and promotion of cultural heritage.

In addition, Nový Jičín is located in the Moravskoslezský region, one of the weakest economically in the republic. However, it is surrounded by many artisanal businesses of great cultural value that are in the process of disappearing because they cannot compete in a globalized world. They are the great forgotten public policies. Finally, an additional reason to participate in this project is to offer our students the chance to see other realities. We want them to learn to open their minds. Our school belongs to a small town located in a remote area north of Moravia, in an increasingly global world, this project, in addition to the skills and the change in methodology that will mean for the school, will help us get them out of their environment endogamic.

Where is Mendelova střední škola?

The main potential and capabilities of the center for the project are: 1) Its multilingualism. At school we teach five languages: English, German, Spanish, French and Russian. This fact is of great relevance for the project, with a view to the translation of the final materials in several languages. Some of their teachers use the CLIL teaching methods.

The school has been accredited to take the ECDL test.

2) We have three higher education training cycles (Administration and companies, ICT and health).

The first two will be of great help to detect entrepreneurial opportunities from the use of virtual reality in European crafts, for example, creating audio guides made with virtual reality with the students to preserve the knowledge of craft crafts at risk of disappearing. 3)

The center equipment. The school building is very well equipped. It has 9 computer labs, 2 tablet labs, 10 interactive whiteboards, 3D printers, etc. All staff have a high level of English and extensive experience in international projects (Comenius, Leonardo, Erasmus +).

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Vilniaus Karoliniškių Gimnazija (Lithuania)

The Vilnius Karoliniskes gymansium school is located in Vilnius, Lithuania. Our students are between 15 and 19 years old. We have 678 students and 61 teachers. We are a multilingual center specialized in contemporary languages ​​(English, French, German and Russian).

The School cooperate closely in various transversal programs with the Technical University of Vilnius Gediminas. We have a powerful network of national contacts with cultural and craft organizations.

This is the website http://www.vkg.vilnius.lm.lt/vkg/

The Organization have a deep knowledge of the business reality of the environment because a high percentage of teachers combine their teaching work with work in companies. Our educational center has its own strategic plan for the next ten years synthesized in two objectives: -Internationalize the curriculum. -Prepare young people for university and the world of work.

Where is Vilniaus Karoliniškių Gimnazija?

The Organization is interested in participating in this project because it is aimed at preserving and promoting our cultural heritage. In our school some subjects, such as history, literature, arts and crafts have contents closely linked to Baltic ethnoculture. The Organization is concerned to maintain, and we are concerned with preserving, our own national uniqueness as part of the valuable European cultural heritage. This project gives us the opportunity to show it to the rest of Europe.

Our School contribute our experience in international projects and the opportunities that our natural and artisanal heritage offers for entrepreneurship.

Vilniaus Karoliniškių Gimnazija participate in a national project based on multiculturalism. That helped us to create an important network of cultural organizations that we can offer to this consortium. Our staff is composed of creative, very organized and responsible people. Our main contributions to this project are our experience in networking, multilingualism and the availability of families to welcome and share their knowledge.

Our center is one of the first organizing schools of handicraft fairs in our country. Other skills and knowledge of the key people of our team for this project is that they have been tutors of teachers in secondary schools, tutors for the pedagogical training of university students who aspire to be future teachers, authors of textbooks and other curricular materials to The artistic area. The high level of English of our entire team will guarantee a smooth communication so that collaborative work is effective.