540029-LLP-1-2013-1-IT-COMENIUS-CNW

TEEM Salamanca2 October 2014

Teamwork, Training and Technology Network

1.Polo Europeo della Conoscenza-I.C. Lorenzi-Fumane (IT)- beneficiary

2.Center for Creative Training Association (BG) - coordinator

3.Space Camp - Turkey (TR)

4.INSTITUTUL PENTRU EDUCATIE (RO)

5.DOGA SCHOOLS (TR)

6.Bulgarian Academy of Sciences - PH.D. Research Career Development Centre (BG)

7.FOundation for Research and Technology- FORTH Hellas (GR)

8.The University of Stavanger (NO)

9.Gaming Entertainment Ltd. (BG)

10.Spanish Confederation of Education and Training Centers (ES)

11.Moscow City Pedagogical University (RU) – a third country partner

The Project Partnership

•Comenius Network

• The specifics of the Comenius action

• The specific of the Network project

•Eligible project period: 1 December 2013 – 30 November 2016

•LLP project, 540029-LLP-1-2013-1-IT-COMENIUS-CNW

•The role of the “third country” partner in the project

More details will be explained during the administrative workshop

Project Typology

• TTTNET aims to summarize practices, to identify innovations and actively work to mainstream those findings into educational policies with the aim of making science education more attractive and appealing to the young learners. • The project strives to build on the experience of teachers-

innovators and on the achievements of international projects and initiatives aimed at supporting science education.• TTTNET foresees impact on 3000 teachers and thousands

students in 7 countries in collaboration with leading experts from the Russian Federation.

Project Aims – according to the application

• To address the need in education to implement process-oriented learning approaches, such as problem-solving or research-in-action that support and develop students’ creativity• To involve teachers in science and math subjects at school as

promoters of these processes • To promote approaches which stimulate students’ activity in

the classroom and their willingness to engage in further learning as an effective strategy to producing a multi-skilled workforce • To summarize appropriate practices, identify innovations and

actively work to mainstream those findings into educational policies

Project Aims

• EU economy / Modern, knowledge-based economies require people with higher and more relevant skills

• European education and training systems continue to fail in providing the right skills for employability

• By 2020, 20% more jobs will require higher level skills. Education needs to drive up both standards and levels of achievement to match this demand, as well as encourage the transversal skills needed to ensure young people are able to be entrepreneurial and adapt to the increasingly inevitable changes in the labour market during their career.

• ...ability to think critically, take initiative, problem solve and work collaboratively will prepare individuals for today's varied and unpredictable career paths(COM(2012) 669 final – “Rethinking Education: Investing in skills for better socio-economic outcomes”)

Why does the EU finance this project?

• ... Teachers need a strong commitment to training: in the use of new technologies; to improve learning to learn competencies; how to cater for diversity and inclusion; and to meet the needs of disadvantaged learners, such as Roma, children with disabilities or those from a migrant background. The ultimate focus of all these activities should be to improve learning outcomes.

Why does the EU finance this project?

• Science and technology teachers are the core target group, but the primary groups include

• education decision makers and authorities,

• teacher training centers,

• teacher consulting organizations,

• students in formal school education (mainly 12-18 years old),

• young scientists and

• technology specialists and business organizations active in curriculum change processes.

The TTTNet Target groups

• Collect information and carry out comparative studies of existing good practices for attractive and inspiring science education, produced by projects, networks and practitioners around Europe;

• Identify innovations and methodologies for science education with transferability potential which will allow mainstreaming in the general education with the view of achieving meaningful impact on learners to foster and sustain interest towards sciences and pursue of scientific carrier;

• Support visibility, wider spread and practical implementation of the identified resources and methodologies in the general education by activities and measures such as: increased accessibility through an on-line repository at the network portal website, classroom monitoring and guidance, 12 cascading seminars, 6 e-Newsletters, etc.

The project partners will …

• Organise 3 International Network Conferences intended to provide ground for demonstration of the identified practices, resources and innovations and to open space for networking, debates and cooperation between educational practitioners, scientific researchers, employers and other stakeholders.

• Produce Policy recommendations as a driving step towards implementation of sound principles and strategies for innovation-empowered science education.

The project partners will …

• WP1 Management and Coordination ( MNGT)/ CCTA (P2)

• WP2 Studies, conferences and proceedings (IMP)/ CECE (10)

• WP3 Web portal and templates (IMP)/ Gaming (P9)

• WP4 Quality assurance (QA) / Europole (P1)

• WP5 Questionnaires and feedback forms (QA)/ BAS (P6)

• WP6 Dissemination, Awareness Raising and Communication (DISS) / DOGA (P5)

• WP7 Making science education more attractive (EXP) / FORTH (P7)

Work-packages & Leading partners

Project Tasks

540029-LLP-1-2013-1-IT-COMENIUS-CNW

• For the project implementation each partner institution will build

• a team of experts to deal with the content and the implementation aspects of the work and

• a local administrative project implementation structure (Local coordinator, project assistant, bookkeeper... as a minimum) – responsible to manage the project implementation in the respective partner country and to support and facilitate the experts’ work

• The structure of the project team for administrative support will depend from the structure and organizational chart of the partner institutions

• The experts’ team structure and members will depend from the particular tasks assigned to each partner and described in the work-packages section of the application form

Partners’ tasks

• Monitoring the classrooms (Distance coaching) - deliv. 2.8

From the start of the project partners will work to identify those classrooms and teachers that do educate students in science and technology subjects in attractive way, those teachers that do achieve great progress and are willing to try new approaches, tools or ready practices.

Such teachers and classrooms will be in every partner country, and it is the partnership aim to support those who do and those who are willing to attempt change, for more attractive and innovative science education. Those classrooms will be included in long-term monitoring process, that will be more than just filling report forms and answering questions – every classroom will have dedicated mentor (pointed by the current partner) and the class teacher will be able to rely on assistance in adopting tools, methodology or assisted in developing successful means into innovation.

The process will finish by the end of 2015/2016 school year (~June 2016); results will take part in the project deliverables, reports and the annual conferences.

Experts’ work – monitoring the classrooms

• The project web-site will contain on-line repository with good practices and will support their increased visibitity

• Experts will: • Collect information and carry out comparative studies of existing good

practices for attractive and inspiring science education, produced by projects, networks and practitioners around Europe;

• Identify innovations and methodologies for science education with transferability potential which will allow mainstreaming in the general education with the view of achieving meaningful impact on learners to foster and sustain interest towards sciences and pursue of scientific carrier;

• Support visibility, wider spread and practical implementation of the identified resources and methodologies + linking them with the monitored classrooms

Experts’ work – good practices

• Good practices’ template (on-line and printable) – deliv.3.3• The template for science education practices is aimed solely to teachers (primary

target group) and students (as result from classroom implementation). The template will have the following mandatory fields:

• Subject; Age; Expected results; Innovative character; Discussion topics; Key competencies for LLL that it develops; ICT prerequisites for the implementation; Media (pictures, video, sound)

• The template should be fill-in friendly and easy to implement (characteristic of the practice, not of the template)and add comments.

• The template will have printable option, as well as online version. Some practices can be on-line only.

• Every partner should use and support teachers to use the unified template, as the main aim of the network is to home a respective number of practices and support cross-implementation.

Experts’ work – good practices

• Multi-lingual help file for practices template (Document and interactive guide) – deliv. 3.4 (scheduled for October 2014)• will be prepared by P9

• will include screenshots on key steps- starting from logging in and finishing with “publishing your practice”

• will be informative and the same time short

• will be translated to all project languages

Experts’ work – good practices

• Study (& Paper) – Attractive tools for science educationdeliv. 2.1, report and tool list (in EN)delivery date: July 2014 / program paper for the 1st Int.Conf.

• Study (& Paper) – Attractive methodology for science educationdeliv. 2.3, methodology summary (in EN)delivery date: July 2015 / program paper for the 2nd Int.Conf.

• Study (& Paper) – Innovative science teachingdeliv. 2.4, report (in EN)delivery date: July 2016 / program paper for the 3rd Int.Conf.

• Policy recommendationsdeliv. 7.2, report (in EN, IT, BG, TR, ES, NO, RO, GR, RU)delivery date: April 2016

Experts’ work and study tasks

• Study (& Paper) – Attractive tools for science educationdeliv. 2.1, report and tool list (in EN)delivery date: July 2014 / program paper for the 1st Int.Conf.• Aims: to find and summarize the visible instruments in most successful and attractive approaches when

teaching science. Science is thought with tools that vary from wooden stick to space shuttle. The technology spree in the last two decades brought wide availability of software and hardware teaching tools, or some devices that was transferred from one industry sector to another, especially from business to education. The project will group the most attractive tools for teaching science, by complex “attractiveness”, following the stakeholders’, students’ teachers’ and business points of view.

• The study will be structured in one document, available on paper and digital, where the most attractive tools will be represented in the following chapters:

• ICT tools – software (like digital science experiments) & hardware (like data measuring sensors)

• Multimedia (like videos and presentations)

• Classic tools, like mechanical setups

• Exceptional tools, like simulators or theme parks

• How different genders perceive different tools

• The study is to be completed before the 1st International Conference, and accents from the study are actually the pillars in the conference agenda.

Experts’ work - study paper 1

• 1st International conference: Attractive tools for Science Education (scheduled for Oct.2014 in Bulgaria)deliv.2.5.

• 2nd international conference: Attractive Pedagogy for Science Education (scheduled for Oct.2015 in Spain)deliv.2.6.

• 3rd international conference: Innovative Science Education (scheduled for Oct.2014 in Italy)deliv.2.7.

• All partners will take part in setting up the agendas for the conferences, proposing speakers and will share the costs for the travel and subsistence of the speakers

TTTNet International Conferences

• 1st International conference: Attractive tools for Science Education

• will bring together more than 100 participants: teachers, university students in science subjects, PhD students, and decision makers in education. science and pedagogy experts, together to present and exchange ideas about tools (ICT, traditional, multimedia and special ones) for science education.

• Day 1 – plenary opening + parallel sessions

• Day 2- EU projects dissemination (w/ support of BG LLP National Agency) + parallel sessions with special stress on gender equality in science, math and technology projects

• Together with this event (a day before or after the conference) will be held a project meeting (two representatives per partner)

• Each partner has budget for 2 representatives (staff / see “Travel & subsistence”) + 1 speaker (see “Other costs”)

• Self-financed participants: project promoters, business representatives, EC representatives, etc.

TTTNet International Conferences…

• Cascading seminars: Attractive tools for Science Education deliv. 6.3, planned for Nov.2014 in IT, BG, TR, ES, NO, RO, GR, RU

• Cascading seminars: Attractive Pedagogy for Science Education deliv. 6.4, planned for Nov.2015 in IT, BG, TR, ES, NO, RO, GR, RU

• Cascading seminars: Innovative Science Education (scheduled deliv. 6.5, planned for Nov.2016 in IT, BG, TR, ES, NO, RO, GR, RU

The cascading seminars are dissemination activities.

TTTNet Cascading Seminars

• Cascading seminars: Attractive tools for Science Education (planned for Nov.2014), deliv. 6.3

• Will be initiated in 8 countries (all partner countries) and will involve at least 300 participants in total (~minimum 40 participants per country).

• Will present various tools (ICT, hardware, traditional) that stimulate students’ interest towards STEM subjects; The 1st Conference proceedings and keynotes will be presented at the seminar.

• Every partner will select location, date and guest list for this event (according to the budget – see “Other costs”)

• The minimum duration of every seminar is 4 hours; every partner is responsible for evaluation, proceedings and report of the seminar (common tools will be prepared)

• Profile of the participants: representatives of the project target groups

• Inviting local & national authorities in the seminars is also foreseen. The seminar will be held in the local language, it will finish with evaluation session and participants’ registration in the Network contact database.

• The national LLP agencies will be also invited to the seminars (Erasmus+ NAs)

TTTNet Cascading Seminars - Chain of national events

• Cascading seminars summary - Exploitation report (planned for Nov.2014), deliv. 7.3 in EN only• this deliverable will summarize exploitation results and underline new opportunities and

present challenges. The report will be created by summarizing the Cascading seminars’ reports (sent by each partner to the WP leading partner, P7 FORTH). The report will be available in digital English version only. It will be used guide for future exploitation of results and will clearly present the Network achievements.

• Partners will send their Cascading seminars’ reports promptly, up to two weeks after the event, so the leading partner will not face inability to prepare the Summary. This summary will be used as exploitation tool.

• It will feature also feedback comments from Cascading seminars’ participants.

• MPGU will: Provide FORTH will all necessary information about implementation of classroom monitoring (WP2) in Russia and will support the final compilation of the Cascading seminars summary.

TTTNet Cascading Seminars - summary

• Teacher contest, deliv. 7.4. (exploitation outcome), planned for March 2016

• Teachers linked to the TTT Network, its associated partners’ networks and parallel projects will receive invitation to join a contest to present their attractive and/or innovative practices in science education

• Partners will create a template & rules and publish them openly, so every candidate can compete with even start.

• The TTT Network Steering Committee will act as jury and will give prizes in three categories (attractive tools, methodology and innovation). Those prizes will be announced and delivered during the 3rd international conference in Verona, Italy.

• The competitors’ suggestions will be used as demonstrators in the project website, the project events; will be promoted by the project (clearly showing their origin and authorship)

• MPGU will: Promote the “Attractive science education” EU contest towards Russian teachers, trough the translated website and tools. Will carry on tasks as all other partners.

“Attractive science education” EU contest

• Policy recommendations, deliv. 7.2. (report / exploitation outcome), planned for April 2016; in EN, IT, BG, TR, ES, NO, RO, GR, RU languages• Report aimed at key-players, stakeholders and decision makers in Education (especially in science education).

• Will summarize key findings, good practices at policy level and includes also a roadmap that will introduce innovation implementation processes, recognized by the Network.

• Key chapter of the Policy recommendations will be the “Guidance and information services on science careers”, developed by the Bulgarian Academy of Sciences (as a part of the Policy recommendations).

• Project partners will aim at• Adoption on local or regional level in Network partner countries of the roadmap and recommendations

• Recognition by the Ministry of education (or its departments); Recognition can be by adopting the plan, adopting parts of the plan, adopting keywords, priorities, findings.

• The business recognizes the Network effort in promoting innovative, attractive and involving science education.

• The project findings are placed in implementation procedures for periods exceeding the Network lifespan (increasing sustainability and transfer of practices and know-how)

• Better information and awareness about science careers, for both genders

• The complete report will be also available on paper, in booklet format; in English and all partners’ languages. Each partner will produce 200 copies of the booklet in color, A4 format.

TTTNet Policy recommendations