Acknowledging the central role of parents in children’s learning, SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed an intercultural parent-trainer training course and related resources for European teachers, school administrators, representatives of parent associations, and other professionals involved in training activities for parents. Through combined use of e-learning and physical meetings, the course prepares these professionals to implement in their communities culturally differentiated parent-training programs for supporting elementary and middle school children’s (ages 6-15) development in mathematics and science. Online multilingual resources support and promote the program’s activities and objectives by offering open access to the parent-trainer training course content, tools, and resources.
EarlyStatistics, aimed to enhance statistics instruction in European schools by harnessing the power of the Internet to provide teachers with access to a wide array of colleagues, discussions, and resources eluding them in their workplace. The project consortium developed and pilot tested an online professional development course in statistics education targeting elementary and middle school mathematics teachers around Europe. The course facilitates intercultural collaboration of teachers using contemporary technological tools and resources. An online information base offers access to standards-based pedagogical models, didactic approaches, and instructional materials, resulting in a complete and flexible teacher professional development program.
The project focused on pedagogical and didactical methodologies targeting science and engineering teaching staff, for the effective integration of AVD communication services in eLearning and distance teaching processes. The knowledge base developed through the project offers organized expert and collective end-user knowledge on best practices, technical advice, didactical methodologies, and training modules on the effective integration of AVD communication in instruction.
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/