The project developed and validated a new pedagogical framework for organizing, delivering and carrying out in-company skills development by using a coordinated audio, video and data collaboration environment. The model area is the welding industry, but the same training principles could be transferred to a wide variety of other industrial sectors that follow standards, including manufacturing, construction, electronics, and automotive industries.
MECCA aimed to validate new pedagogical principles for organizing and delivering in-company skills development, by establishing new modelsfor delivering more cost- and time-efficient in-company adapted blended learning and training that create new synergies for effective and pedagogical inclusion of state of the art high quality real time visual collaboration and communication tools into current training principles. The basis for such a framework was an innovative train the trainer program facilitating virtual mobility in companies and VET schools, by enhancing presence at a distance for instructors, trainers, and staff.
CERIDES and ICTEE organised the sustainability & exploitability workshop for Serbian participants of the NeReLa project from September 26 – September 29, 2016 at School of Sciences in Nicosia. The workshop was devoted to presentations of current state of the project, demonstration of remote experiments from LiReX library to students from School of Sciences as well as discussion on sustainable usage of LiReX resources and complementing and sharing LiReX resources at international level after the end of the project. The Dean of the School of Sciences, and Assistant Director of CERIDES and ICTEE, Dr. Christos Dimopoulos European University Cyprus and Dean of Faculty of Technical Science Čačak, University of Kragujevac have drafted the agreement on academic linkage and collaboration between their institutions.
Google’s CS4HS initiative is an annual grant program promoting computer science education worldwide. In particular, CS4HS supports colleges and universities in their efforts to provide professional development training for local high school and middle school teachers. The ICTEE laboratory team, led by Mr. Pericles Cheng, and also including Dr. George Christou and Dr. Konstantinos Katzis, will design and implement a Training of Trainers course which will introduce Cypriot high-school teachers to the use of robotic platforms (NXT Lego Robots), for the purpose of teaching programming principles to their students.
The main idea of the PLAY&LEARN DIGIMEDIA project is to improve the use of digital media in adult education through offering high quality online teacher training that will develop the competencies of adult educators and teachers in ICT-enhanced instruction. The aim of the project is to provide teachers with hands- on tools for designing their own instructional activities based on contemporary pedagogical principles pertaining to the instructional use of different digital media. Additionally, the project aims at enhancing teachers’ eMaturity and at boosting their ICT skills so as to teachers to become more independent users of digital media. The project is targeted for teachers and educators not familiar with digital media, the so-called newbies and will be provided as a playful and joyful learning experience, while training them on how to use digital media in their teaching.
Funding Organization: European Commission –Erasmus+ / Key action 2, Strategic Partnerships for Adult Education (Ref. #: 2016-1-FI01-KA204-022757)
Project duration: September 2016 – Feb 2019
The overall aim of the EU Erasmus+/KA2 project The Living Book – Augmenting Reading For Life is to address the under-achievement of European students aged 9-15 in reading skills, by developing an innovative approach and related resources to increase the motivation of young students to reading. The project seeks to practically contribute to meeting the 2020 EU target of reducing number of underachievers to below 15%, while at the same time also boosting a cluster of other key and transversal competencies in students (e.g. digital skills, learning to learn, critical thinking, co-operative skills). LIVING BOOK will achieve this through offering a novel didactical approach that will combine offline activities promoting reading literacy with online experiences of “virtual augmentation” of a book and with social dynamics leading to the creation of European communities of young “augmented” readers. With a combination of Open Educational Resources (OER) and involvement in training activities and pilot experimentation, LIVING BOOK will contribute towards strengthening the profile and competences of European teachers from upper primary and lower secondary schools (ages 9-15) in adopting standards-based practices and dealing with diversified groups of learners, and particularly with pupils from disadvantage backgrounds. The project activities will, in parallel, also entail the development and pilot-testing of a training course for teachers on how to involve parents from disadvantaged and/or migrant backgrounds in pro-reading activities to back the overall strategy at home. A Living Library will support the project activities by offering teachers and students with online tools to augment the reading experience with rich media content. A series of OER toolkits (downloadable guides, videos, links to tools) will be integrated in this multilingual platform, and will be used by students and teachers to curate and create content. The developed content will be added to the Living Libary, thus bringing books in the platform to life. The Living Library will also host a social community of “augmented readers” across Europe.
Funding Organization: European Commission –Erasmus+ / Key action 2, Strategic Partnerships for school education (Ref. #: 2016-1-CY01-KA201-017315)
Project duration: September 2016 – August 2019
Project Website: http://www.thelivingbook.eu/
Experiments, visualization and modeling are an important aspect of all the disciplines of natural science, and to learn science without including one or more of those is difficult to imagine. In adult science education, there is growing need for producing interactive learning objects in the widest possible sense (videos, simulations, animations, etc.), but a lack in know-how among teachers regarding their production and their pedagogical aspects and advantages. The overall goals of the project EU-funded project ELOISE – E-learning Objects for Innovative Science Education are to improve the adult education and teachers´ skills and knowledge in using interactive objects in all types of science education, and to provide inspiration on new ideas for teaching. One aim of the project is to explore how interactive learning objects can be incorporated into distance or virtual activities in science education. Another aim is explore how to utilize the many opportunities for adaptive and self-paced learning the newest ICT-technologies present with in the mindset of Web 3.0. The material produced during this project will be used in MOOC’s (Massive Open Online Courses) provided by the participants. Peer-to-peer collaboration, review and assessment will be important concepts to address when adapting objects for MOOC’s and E-learning in general.
Funding Organization: European Commission –Erasmus+ /Cooperation for innovation and the exchange of good practices/ Strategic Partnerships for Adult Education (Ref. #: KA204-2015-006 (DK))
Project duration: September 2015 – August 2017
Project Website: https://projecteloise.wordpress.com/
In rethinking Democratic Awareness, we should not forget that the threats to Europe’s citizens are becoming more varied and increasingly cross-border in nature. DEMOKLEOS acknowledges the vital and crucial role of education professionals in prevention and change and builds on the convergence of competences: specialist and subject-specific Democratic Competences, according to the model of the Council of Europe, need to be complemented by transversal skills and attitudes of pupils, such as leadership, e-democracy skills, citizenship skills, critical debating and learning to learn. DEMOKLEOS is prepared as a follow-up, according to a needs analysis, data collected and the demands of the teachers of all the participant partners to be better empowered to the politics of despair, straightly affecting educational community in Europe. The overall objective is related to current challenges to which European school has to adopt a pro-active attitude and handle Democratic Awareness and Collective Responsibility as a social ethic. DEMOKLEOS must adapt to the realities of the 21st century which sees the citizens requesting greater participation in public decision-making, an aspiration heightened by the emergence of the new information technologies and the social networks.
Funding Organization: European Commission –Erasmus+ / Key action 2, Strategic Partnerships for School Education (Ref. #: 2015-1-EL01-KA201-013930)
Project duration: September 2015 – August 2018
Project Website: https://sites.google.com/site/edemokleos/home
Constructivism is a contemporary model of teaching in which a student acts as a researcher. On the basis of competences already possessed, inspired by a teacher using various sources of information, the student independently gains new knowledge and skills. The Constructivism in Teaching Math – Open Educational Resources project aims at to support high school teachers through developing solutions that will promote student interest in the subject, assist in discovery-based learning, and foster collaboration among learners. Simulations “Make Interest” will inspire student interest in math, and support self-directed acquisition of new knowledge and skills. Simulations “Make Practice” will reinforce acquired knowledge and skills. Manuals on how to use interactive educational games targeting teachers will also be developed, with special emphasis being given on the promotion of teamwork and healthy competition among students. The project involves the organization of short-term training for mathematics teachers on interactive simulations, and the evaluation of the suitability of these simulations in the teaching process. At the end of the project, a conference will be organized for the purpose of disseminating developed simulations, manuals, and reports of their use.
Funding Organization: European Commission –Erasmus+ / Key action 2, Strategic Partnerships for School Education (Ref. #: 2015-1-PL01-KA201-017121)
Project duration: September 2015 – August 2017
Project Website: http://www.math-fort.eu/en/