@article{Guenaga2015b,
title = {Un juego Serio para Desarrollar y Evaluar la Competencia de Trabajo en Equipo},
author = {Mariluz Guenaga and Andoni Eguiluz and Alex Rayón Jerez and Elena Quevedo Torientes},
editor = {Asociación para el Desarrollo de la Informática Educativa},
url = {https://dialnet.unirioja.es/servlet/articulo?codigo=5113264},
issn = {1699-4574},
year = {2015},
date = {2015-01-01},
journal = {Revista Iberoamericana de Informática Educativa},
volume = {21},
pages = {3-11},
abstract = { In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.},
keywords = {assessment, learning analytics, Serious games, teamwork competency},
pubstate = {published},
tppubtype = {article}
}
In this paper we present the main basis of teamwork competency, and how we integrate its
development and assessment in a serious game. We describe the game-design process, the pedagogical decisions, the methodology used and how these factors affects the final design. The paper explains the use of Learning Analytics techniques to monitor and assess teamwork competency. The game collects, without interfering with the user, the necessary data to measure the competency, and to enable the complete analysis of the system within the company in which it is used.
@article{Guenaga2014,
title = {A serious game to develop and assess teamwork competency},
author = {Mariluz Guenaga and Andoni Eguiluz and Alex Rayón Jerez and Asier Núñez and Elena Quevedo Torientes},
doi = {10.1109/SIIE.2014.7017727},
isbn = {978-1-4799-4428-6},
year = {2014},
date = {2014-11-14},
journal = {Computers in Education (SIIE), 2014 International Symposium on},
abstract = {Abstract:
In this paper we present the main basis of teamwork competency, and how we integrate its development and assessment in a serious game we are developing at the University of Deusto. We describe the game-design process, methodology used, and how it affects the final design. Some of the analyzed aspects of gamification are also pointed out. It describes how we include development mechanisms to assess and monitor teamwork competency. The game collects, without interfering with the user, the necessary data to measure teamwork competency, and to enable the complete analysis of the project within the company in which it is used.
},
keywords = {formal and informal learning, lifelong learning, Serious game, teamwork competency},
pubstate = {published},
tppubtype = {article}
}
Abstract:
In this paper we present the main basis of teamwork competency, and how we integrate its development and assessment in a serious game we are developing at the University of Deusto. We describe the game-design process, methodology used, and how it affects the final design. Some of the analyzed aspects of gamification are also pointed out. It describes how we include development mechanisms to assess and monitor teamwork competency. The game collects, without interfering with the user, the necessary data to measure teamwork competency, and to enable the complete analysis of the project within the company in which it is used.
NUCLIO NUCLEO INTERACTIVO DE ASTRONOMIA ASSOCIACAO (Portugal)
URL: http://insteam.deusto.es
Description: The InSTEAM project aims to create a series of learning resources that allow for more
individualized, inclusive and personalized STEAM (Science, Technology, Engineering, Arts and
Mathematics) learning. The goal is to establish pathways for inclusive, innovative and
interdisciplinary environmental STEAM education that reduces disparities in access to and
engagement with digital STEAM education.
Sintetizando Talenki
Title: Sintetizando – Proyecto Talenki
Organizer: Suspergintza – Ede Fundazioa
Description:
Iniciación al Sonido Electrónico y el Pensamiento Computacional. Proyecto donde chicas jóvenes entre 15 y 18 años, exploran el potencial de la música y la tecnología para promover el pensamiento crítico y creativo. Sintetizando es un programa que durante dos meses mezcla arte, tecnología y sociedad, a través de la experimentación.
Waste4Think
Reference: 688995
Funded by: EUROPEAN COMMISSION
From: 01-06-2016 to 30-11-2019
Coordinator: Fundación Deusto
Participants: FUNDACION DEUSTO FDEUSTO Spain
ZABALA INNOVATION CONSULTING, S.A. ZABALA Spain
AYUNTAMIENTO DE ZAMUDIO ZAMUDIO Spain
ASOCIACION CLUSTER DE INDUSTRIAS DE MEDIO AMBIENTE DE EUSKADI ACLIMA Spain
GREEN TECHNOLOGIES MELETES KAI ERGA GIA TO PERIVALLON ETAIRIA
PERIORISMENIS EYTHINIS GREENTECH Greece
ENBIO EPE ENBIO Greece
NATIONAL TECHNICAL UNIVERSITY OF ATHENS – NTUA NTUA Greece
PANEPISTIMIO PATRON UPATRAS Greece
DIMOS CHALANDRIOU HALANDRI Greece
SERIOUS GAMES INTERACTIVE APS SGI Denmark
ARS AMBIENTE SRL ARS Italy
COMUNE DI SEVESO SEVESO Italy
LEGAMBIENTE LOMBARDIA ONLUS LEGAMBIENTE Italy
SOFTLINE SRL SOFTLINE Italy
MOBA MOBILE AUTOMATION AG MOBA Germany
EMAC EMPRESA MUNICIPAL DE AMBIENTEDE CASCAIS EM SA EMAC Portugal
AGENCIA DE ECOLOGIA URBANA DE BARCELONA CONSORCIO BCN Spain
ENGINEERING – INGEGNERIA INFORMATICA SPA ENG Italy
VIRTUALWARE 2007 SA VWG Spain
Description:
The main objective of this project is to move forward the current waste management practices into a circular economy motto, demonstrating the value of integrating and validating a set of 20 eco-innovative solutions that cover all the waste value chain. The benefits of these solutions will be enhanced by a holistic waste data management methodology, and will be demonstrated in 4 complementary urban areas in Europe. The eco-innovative solutions include technological and non-technological tools such as: a) IT tools to support the daily operation and long-term planning, b) Apps for citizens empowerment and engagement, c) Educational materials based on innovative teaching units and serious games, d) Tools for citizen science for the co-creation of novel solutions, e) Mechanisms to boost behavioral changes based on economic instruments and social actions, and f) Decentralized solutions for valorization and reuse of high value resources. The different solutions will be implemented in 4 complementary European areas: a) Zamudio (ES) is a highly industrialized area with a spread population that uses a separated kerbside collection; b) Halandri (GR) is a large suburban city with a wide range of business that has a very basic waste management system; c) Seveso (IT) is a residential town that uses a door-to-door system; d) and Cascais (PT) is an extensive and high touristic coastal town that implements an advanced collection system. The project includes a consortium of 19 partners with 4 public agencies and administrations, 3 research centers and universities, 8 SMEs, 2 LEs, 1 cluster and 1 NGO, that will work together during 36 months with an overall contribution from the EC of €9M.The most relevant expected impacts are: a 20% increase in waste sorting, 10% saving of management costs, and 10% reduction of GHG emissions. The experience gained, and the synergies among the partners describe the best possible scenario to launch new governance and business models.
TIWI-Teaching ICT with Inquiry
Reference: 2018-1-LT01-KA201-047065
Funded by: Erasmus+ Strategic Partnership KA201
From: 10-09-2018 to 9-9-2020
Coordinator: UGDYMO PLETOTES CENTRAS (Lituania)
Participants: EUN-European Schoolnet (Belgium), Universite du Mans (France), Univeristy of Cyprus (Cyprus), University of Deusto (Spain)
Description:
ICT combined with Inquiry-Based Science Learning (IBSL), an education technique that always begins with questions and problems, will challenge students in discovering answers themselves. Through this innovative teaching method, students can focus on learning ICT by doing, with the teacher guiding the way, and plain lectures no longer driving concept mastery.
The Teaching ICT with Inquiry (TIWI) project will help upper primary and secondary educators to:
– Gain new skills and be in a position to teach coding efficiently to their students
– Become comfortable in using the inquiry based approach in their teaching and see its direct connection to the coding logic
– Provide them and their students with self-assessment instruments that will allow them to take control of their personal development and their students’ further learning
The main goal of this project is to provide teachers with tools and skills in order to enable them, with the help of inquiry-based approach to teach coding – the digital language spoken by ICT tools. The main target group includes in-service upper primary (9-11 y.o. students) and secondary (12-19 y.o. students) school teachers coming from 20+ countries in Europe. We will also give various possibilities to future teachers (pre-service training) to participate in this project by taking an online course, use educational material produced within the proposed project, and participate in European-wide competition.
COMPUS: the computer is us
Reference: 2018-1-ES01-KA201-050415
Funded by: Erasmus+ Strategic Partnership KA201
From: 1-09-2018 to 31-8-2020
Coordinator: University of Deusto (Spain)
Participants:
Esclavas SC Fátima (Spain).
AGRPriority (Spain).
Scoala Gimnaziala Ferdinand I (Romania).
Osrodek Edukacji Informatycznej i Zastosowan Komputerow Warszawie (Poland).
The aim of the COMPUS project is to design, produce and distribute copyleft computational-thinking-related board games in schools. Two board-games and an book with unplugged computational thinking activities will be developed. Each board game will include a learning guide, a video-tutorial to learn how to play and what computational thinking aspects are covered in the game and a website with more information about it. In addition to these board games, an unplugged computer science activity book will be developed taking advantage from the components used in these board games and expand their impact and use conducting individual or collective activities on the computational thinking related concepts.
Kodetu
Title: Kodetu
Funded By: Internal
From 2015-01-01, ongoing project
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
Kodetu is a basic computational thinking learning tool based on blockly, used by Deusto LearningLab for working in Trastea and other diverse sessions with school children.
IDIVERSE
Reference: 2017-1-PT01-KA201-035919
Title: Islands Diversity for Science Education
Funded By: Erasmus+ Strategic Partnership
From 2017-11-01 to 2020-04-30
Coordinator: NUCLIO NUCLEO INTERACTIVO DE ASTRONOMIA ASSOCIACAO (Portugal)
IDiverSE is an innovative project that builds up on a previous Erasmus+ project (PLATON) where members of this team also collaborate together. It uses previously created and validated as well as new innovative methods for Inquiry Based Science Learning activities.
Interdisciplinary and collaborative inquiry, local culture, ethnoscience and personal geography will be integrated to create a Science Trail where students will explore their natural environment starting from the Water, continuing to the Land and ending with the Skies. Altogether the results will provide students with a holistic view of the factors that influence their lives, as their culture, their environment and their geographical conditions. Working in cooperation with schools from different islands in Europe and worldwide, through an online platform, students will also realise that each island has a different network of influences creating a diversity that brings value and uniqueness to each student’s homeland.
The project foresees the involvement of at least 20 Portuguese schools, 10 Spanish schools and 10 Greek schools, divided across Madeira, Azores, Canary, Balearic islands, and distributed over several other Greek islands as part of the Rural Wings network. The project is estimated to directly reach at least 120 teachers and 1000 students living on the islands.
MOPED
Reference: 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP
Title: Modernization of Pedagogical Higher Education by Innovative
Funded By: Erasmus+ Capacity Building in higher education
From 2017-10-15 to 2020-10-14
Coordinator: PRECARPATHIAN NATIONAL UNIVERSITY (Ukraine)
Participants:
PRECARPATHIAN NATIONAL UNIVERSITY (Ukraine)
UNIVERSIDAD DE DEUSTO (Spain)
AGH UNIVERSITY OF SCIENCE AND TECHNOLOGY (Poland)
UNIVERSITY OF CYPRUS (Cyprus)
BORYS GRINCHENKO KYIV UNIVERSITY (Ukraine)
PEREYASLAV-KHMELNYTSKY STATE PEDAGOGICAL UNIVERSITY (Ukraine)
PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY (Ukraine)
THE STATE INSTITUTE “”SOUTH UKRAINIAN NATIONAL PEDAGOGICAL UNIVERSITY” (Ukraine)
STATE INSTITUTION “LUHANSK TARAS SHEVCHENKO NATIONAL UNIVERSITY” (Ukraine)
LIMITED LIABILITY COMPANY “QUALITY UKRAINE” (Ukraine)
Description:
MoPED aims at modernizing curricula for Pedagogical Schools of Ukraine (UA) by incorporating novel courses of modern ICT teaching tools and inquiry methods. By answering the contemporary challenges and requirements and supporting ambitious large-scale educational reforms in Ukraine, the project will impact quality of pedagogical higher education and enhance digital and didactic competences of future school teachers.
Specific objectives of the project are: • Created and accredited18 new courses • Trained 450 lecturers/academic staff of Ukrainian Teacher Training Institutions • Settled “Innovative classroom” in each UA HEI as a 21Century learning space based on best European practices • Established effective cooperation between EU and Ukrainian Pedagogic HEIs, school teachers, and their associations strengthening internationalization, knowledge transfer, and academic capacity
ACCEplay is a R&D project that has developed the first low-cost hardware-software integrated device to provide unattended audiovisual accessibility in repetitive audiovisual events. The device has been already commercialized and introduced in a set of ten Spanish cinemas. It is installed in the cabin and synchronizes automatically the film that is being shown with audio description for the visually impaired and subtitles for hearing impaired people. Content is adjusted to the tenth of second and it adapts to complex situations like the loss of frames due to film errors, changes in projection speed, or even projection cuts.
The system is compatible with any projection system: 35mm, digital, DVD or blu-ray.
ACCEplay has been developed in collaboration with the commercializing company Navarra de Cine; it is being exploited, in a national expansion process and international prospection.
E-Pragmatic
Reference: 510586-LPP-1-2010-1-SI-LEONARDO-LNW
Title: E-Learning and Practical Training of Mechatronics and Alternative Technologies in Industrial Community
Funded By: Leonardo da Vinci, Thematic network
From 2010-11-01 to 2012-10-31
Coordinator: UNIVERSITY OF MARIBOR, FERI (Slovenia)
Participants:
B2 EDUCATION AND INFORMATION SERVICES, LTD (Slovenia)
ECPE – EUROPEAN CENTER FOR POWER ELECTRONICS (Germany)
UNIVERSITY OF DEUSTO (Spain)
POZNAN UNIVERSITY OF TECHNOLOGY (Poland)
CARINTHIA UNIVERSITY OF APPLIED SCIENCES (Austria)
DELFT UNIVERSITY OF TECHNOLOGY (Netherlands)
OBRTNO PODJETNISKA ZBORNICA SLOVENIJE (Slovenia)
ELSON ELECTRÓNICA S.A. (Spain)
SIMULATION RESEARCH (Netherlands)
WIELKOPOLSKA CHAMBER OF COMMERCE AND INDUSTRY (Poland)
FLOWSERVE GMBH CONTROL VALVES – VILLACH OPERATION (Austria)
E-Pragmatic network connects educational institutions, chambers of commerce and small business, enterprises and the associations of enterprises from seven European countries. The main network’s aim is to modernize mechatronics and engineering vocational training of the employed professionals, apprentices and trainees, by enhancing of the existing or establishing new in-company training approaches in the industry.
Mechatronics, as a combination of mechanical engineering, electronic engineering, and software engineering, is still a relatively new engineering field. However most of the engineering professionals are at some point in their career faced with the problems that are by their nature the interdisciplinary, mechatronics problems. Within E-PRAGMATIC network, the mechatronics engineering and alternative technologies distance training, suited to the needs of industry, will be developed. Learning contents will be prepared by the network’s educational partners through the close cooperation with the industrial partners and on the basis of the ascertained knowledge needs.
Olarex
Reference: 518987-LLP-1-2011-1-ES-KA3-KA3MP
Title: Open Learning Approach with Remote Experiments
Funded By: Lifelong Learning Programme
From 2011-11-01 to 2013-10-31
Coordinator: UNIVERSIDAD DE DEUSTO (Spain)
Participants:
P. ANDRÉS URDANETA SCHOOL (Spain)
EUROPA MEDIA NON-PROFIT LTD (Hungary)
CARINTHIA UNIVERSITY OF APPLIED SCIENCES (Austria)
The main goal of the project is to innovatively implement ICT-based learning materials, remote experiments, and e-didactic methods into formal and non-formal lifelong learning settings. It will enhance and modernize science, technology, engineering and mathematics (STEM) curricula, foster student creativity and motivation, and develop professional skills and insights about the impact of evolving technologies.
SocialTechBook is a research project that aims to analyze the opportunities to enrich the book and reading experience using technology. The book is changing, we wonder what is the future of the book? How will be the book of the future? Technology has part of the answer, it allows to enrich books (both paper and electronic) with audio visual resources, interactive activities, access to remote experiments, etc. Reading, traditionally an individual experience, can be socialized thanks to mobile phones or tablets. Nowadays you can share notes with other users directly or through social networks, underline a book collaboratively, interact over the same activity or ask a question to the teacher or expert in the area. All these possibilities integrated with the reading of the book.
The aim of this game, supported by the regional government of Biscay, is to develop and assess generic competences oriented to improve the employability of students. In particular, the game includes activities related to “problem solving” and “entrepreneurship” competences. A multidisciplinary team formed by researcher from the groups Innova, DeustoTech Computing and the Leisure Studies Institute, coordinated by DeustoTech Learning, have contributed with their expertise in pedagogy, gaming and technologies to develop a prototype that shows the possibilities of serious games in competence training and assessment.
ClipFlair
Reference: 519085-LLP-2011-ES-KA2MP
Title: Foreign Language Learning through Interactive Revoicing and Captioning of Clips
Funded By: LifeLong Learning Programme
From 2011-12-01 to 2014
Coordinator: UNIVERSITAT POMPEU FABRA (Spain)
Participants:
UNIVERSITAT AUTÒNOMA DE BARCELONA (Spain)
IMPERIAL COLLEGE LONDON (United Kingdom)
UNIVERSITATEA “BABES BOLYAI” CLUJ-NAPOCA FACULTATEA DE LITERE (Romania)
UNIVERSIDAD DE DEUSTO (Spain)
TALLINN UNIVERSITY (Estonia)
UNIVERSITY OF WARSAW (Poland)
UNIVERSIDADE DO ALGARVE (Portugal)
NATIONAL UNIVERSITY OF IRELAND, GALWAY (Ireland)
COMPUTER TECHNOLOGY INSTITUTE & PRESS “DIOPHANTUS” CTI (Greece)
ClipFlair aims to counter the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible application for foreign-language learning through revoicing (including dubbing, audio description, karaoke singing and reciting) and captioning (including subtitling, and video annotations). ClipFlair aims to:
expand the ways to interact with video-clips and offering ready-to-use revoicing activities;
promote an ever growing library of activities;
establishe a community of authors.
Go-Lab
Reference: FP7-ICT-2011-8, Nr. 317601
Title: Global Online Science Labs for Inquiry Learning at School
Funded By: European Commission (Seventh Framework Programme)
From 2012-11-01 to 2016-10-31
Coordinator: UNIVERSITY OF TWENTE (Netherlands)
Participants:
ELLINOGERMANIKI AGOGI (Greece)
ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE (Switzeland)
EUROPEAN SCHOOLNET (Belgium)
IMG INFORMATION MULTIMEDIA COMMUNICATION AG (Germany)
UNIVERSITY OF LEICESTER (United Kingdom)
UNIVERSITY OF DUISBURG-ESSEN (Germany)
UNIVERSITY OF DEUSTO (Spain)
NATIONAL DISTANCE EDUCATION UNIVERSITY (Spain)
UNIVERSITY OF CYPRUS (Cyprus)
CENTRE FOR RESEARCH AND TECHNOLOGY HELLAS (Greece)
CARINTHIA UNIVERSITY OF APPLIED SCIENCE (Austria)
UNIVERSITY OF TARTU (Estonia)
EUROPEAN SPACE AGENCY (Netherlands)
THE INSTITUTE OF ACCELERATING SYSTEMS AND APPLICATIONS (Greece)
NÚCLEO INTERACTIVO DE ASTRONOMIA (Portugal)
CARDIFF UNIVERSITY (United Kingdom)
EUROPEAN ORGANISATION FOR NUCLEAR RESEARCH (Switzerland)
The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) is a European collaborative project co-funded by the European Commission (Seventh Framework Programme) and uniting 19 organisations from twelve countries. Go-Lab concentrates on providing access to online laboratories in order to enrich classroom experience in schools as well as learning activities out-of-class. The overall aim of the Go-Lab Project is to provide students an opportunity to gain hands-on experience in science by conducting experiments using modern laboratory equipment by themselves, deepen their knowledge in fundamental sciences, and to motivate them for making scientific carrier in the future.
ICo-op
Reference: 530278-TEMPUS-1-2012-1-DE-TEMPUS-JPHES
Title: ICo-op: Industrial Cooperation and Creative Engineering Education based on Remote Engineering and Virtual Instrumentation
Funded By: Tempus Programme of the European Union
From 2012-10-15 to 2015
Coordinator: ILMENAU UNIVERSITY OF TECHNOLOGY (Germany)
Participants:
CARINTHIA UNIVERSITY OF APPLIED SCIENCES (Austria)
UNIVERSITY OF DEUSTO (Spain)
TRANSILVANIA UNIVERSITY OF BRASOV (Romania)
NATIONAL TECHNICAL UNIVERSITY “KHARKIV POLYTECHNIC INSTITUTE” (Ukraine)
IVANO-FRANKIVSK NATIONAL TECHNICAL UNIVERSITY OF OIL AND GAS (Ukraine)
ZAPORIZHZHYA NATIONAL TECHNICAL UNIVERSITY (Ukraine)
ILIA STATE UNIVERSITY (Georgia)
SHOTA RUSTAVELI STATE UNIVERSITY (Georgia)
AMERICAN UNIVERSITY OF ARMENIA FOUNDATION (Armenia)
STATE ENGINEERING UNIVERSITY OF ARMENIA (POLYTECHNIC) (Armenia)
UKRAINIAN ASSOCIATION OF IT PROFESSIONALS (Ukraine)
JOINT-STOCK COMPANY (JSC) “KHARKIV ONLINE” (Ukraine)
JSC UKRAINIAN INDUSTRIAL ENERGY COMPANY (Ukraine)
RESEARCH AND PRODUCTION COMPANY ZOND, LTD (Ukraine)
LEPL INSTITUTE OF MICRO AND NANOELECTRONICS (Georgia)
TRANSFORMER AND ELECTRIC EQUIPMENT (Georgia)
KAPAN BRANCH OF STATE ENGINEERING UNIVERSITY OF ARMENIA (Armenia)
“NATIONAL INSTRUMENTS ARMENIAN CORPORATION” ARMENIA BRANCH (Armenia)
SYNOPSYS ARMENIA CJSC (Armenia)
ENERGOSERVICE COMPANY “ECOLOGICAL SYSTEMS” LTD (Ukraine)
QUALITY AUSTRIA TRAINING, CERTIFICATION AND EVALUATION LTD. (Austria)
ICo-op was initiated to equip engineering students in Armenia, Georgia, and Ukraine with the skills necessary for a successful career. The program will forge partnerships between universities and industry to modernize engineering education that provides direct access to top-notch facilities with remote and virtual instrumentation. The program will be based on EU best practices, partners’ industry expertise, and knowledge of business demand of target countries.
ICo-op aims to:
Establish methodology for identification and monitoring of demand for knowledge and skills in industry;
Deliver learning programs incorporating transversal and using remote laboratories/virtual instrumentation knowledge and competences;
Build mutually beneficial, sustainable partnerships between academia and enterprises by offering internship programs and up-to-date industry training programs.
Museum Bilbao
Title: Educational objects for the Reproductions Museum of Bilbao
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
Description:
We have developed interactive and multimedia learning objects composed of four units related to the most important sculptures from the permanent collection of the Reproductions Museum of Bilbao, to work specific content of Greek art. The educational sequences consist of a series of enriched pictures, illustrations, video and activities with a high degree of interactivity. The target audience is students of Secondary School, however, it is a simple and informative material any visitor can enjoy.
Thanks to the digital board included in the project, the Museum has acquired a very attractive technological resources to enhance visitors, and especially to facilitate the interaction of students with the content
NeReLa
Reference: 543667-TEMPUS-1-2013-1-RS-TEMPUS-JPHES
Title: Building network of remote labs for strenghthening university secondary vocational schools collaboration
Funded By: Tempus Programme of the European Union
From 2013-12-01 to 2016-11-30
Coordinator: UNIVERSITY OF KRAGUJEVAC (Serbia)
Participants:
UNIVERSITY OF BELGRADE (Serbia)
UNIVERSITY OF NIS (Serbia)
UNIVERSITY OF NOVI SAD (Serbia)
UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
TARTU ULIKOOL (Estonia)
EUROPEAN UNIVERSITY CYPRUS (Cyprus)
UNIVERSITY OF MARIBOR (Slovenia)
UNIVERSIDADE DO PORTO (Portugal)
NETWORK OF REG. CENTERS FOR VOC. SCHOOLS TEACHER PROF. DEVELOP (Serbia)
ASSOCIATION OF ELECTROTECHNICAL VOCATIONAL SECONDARY SCHOOLS (Serbia)
ASSOCIATION OF MECHANICAL VOCATIONAL SECONDARY SCHOOLS (Serbia)
BEST CYBERNETICS (Greece)
BALKAN DISTANCE EDUCATION NETWORK (BADEN) (Serbia)
The wider objective of this project is to increase attractiveness of engineering education through innovative teaching methods as well as through the strengthening of university- secondary vocational schools collaboration.
Specific objectives, within the aforementioned wider one, include:
To build cross-universities network of remote engineering laboratories in order to enhance engineering education at Serbian HE institutions
To strengthen university-secondary vocational schools collaboration through secondary vocational schools teacher training in using resources of The Library of Remote Experiments
To bring remote engineering experiments into secondary vocational school classrooms in order to promote engineering education attractiveness to prospective engineering students
SUDMERK
Reference: 2014-1-ES01-KA201-004966
Title: Scalable Mining User-generated Dataset for Extracting Reliable Knowledge
Funded By: SAIOTEK 2013/2014
From 2013-08-01 to 2014-12-31
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
The project has the mission to address the scalability issues arising from intelligent processing of large volumes of information in areas such as Linked Data, Social Data Mining or massive learning platforms (MOOC). The proposed research is oriented towards the market targeting “Digital World” PCTI 2015. It is an important development in areas of high business demand such as Cloud Computing and Web 3.0, i.e. the Intelligent Web, it is becoming possible thanks to the emergence of the Semantic Web, the Web of Data (Linked Data) and Big Data, knowledge disciplines which attempt to extract meaning and value from multimedia content on the Internet, often provided by the end users. It combines the research interests of two research units from DeustoTech, Internet and Learning, which address the challenges associated with the Internet of the Future, through the Web Data Mining and Social Networks, and the use of ICT for learning, respectively.
MakeWorld
Reference: 2014-1-ES01-KA201-004966
Title: MakeWorld: Learning Science through Computational Thinking
Funded By: Erasmus+ Programme of the European Union
From 2014-09-01 to 2016-08-31
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
This project has been funded by the European Comission with an Erasmus Plus grant, within the KA2-Strategic Partnership-School Education program. Lead by DeustoTech Learning-University of Deusto, the project aims at developing a powerful and high-quality set of resources and tools to develop and assess STEM and ICT competencies, as well as a dashboard to monitor student’s progress and behavior. Students, through their teacher, are final users of the open educational resources and platform. They will have a flexible, attractive and innovative educational tool to develop STEM and Computational competencies. Students will have resources ready to be used and learn with them, but the platform enables them to modify, even to create from scratch characters, worlds and stories. They can be authors of open educational resources, encouraging an active participation in their learning and promoting their creativity. Students, with available learning resources, will become protagonists of their learning, and will manage the resources at their disposal.
Ciencia Remota
Reference: 8855
Funded By: Fundación Española para la Ciencia y la Tecnología-FECYT. Ministerio de Economía y Competitividad
From 2014-09-01 to 2015-12-31
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
Participants:
DOMUS – MUSEOS CIENTÍFICOS CORUÑESES (Spain)
Description:
El proyecto Ciencia Remota: un nuevo formato para los museos tiene por objetivo principal dar a conocer a los museos de la ciencia y a su público objetivo una tecnología innovadora: la experimentación remota. Dicha tecnología ofrece a los museos un nuevo formato de experimentación y difusión de la ciencia y la tecnología. El museo asociado al proyecto son los Museos Científicos Coruñeses (mc2) y más concretamente la Domus. La experimentación remota es una tecnología compleja que aúna computación, electrónica, sensórica, telecomunicaciones y pedagogía. El proyecto Ciencia Remota se articula alrededor de dos implementaciones: un experimento remoto diseñado en colaboración con la Domus de La Coruña, basado en la mosca del vinagre y su modificación genética, y un juego remoto, Rommie, basado en un robot controlable remotamente.
Teknologia Interaktiboa 3: etxebizitzetako instalazioak
Reference: 2014/013 CC (2014-2015)
Funded By: Dpto. de Educación, Política Lingüística y Cultura del Gobierno Vasco, convocatoria EIMA 2.0
From 2014 to 2015
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
El proyecto Teknologia Interaktiboa 3: etxebizitzetako instalazioak tiene como objetivo diseñar una unidad didáctica sobre el bloque de contenidos de “Instalaciones en viviendas” del Diseño Curricular Base para 3º y 4º de la ESO en Tecnología. Se trata de un material educativo interactivo y motivador para el estudiante que le ayudará a conocer y explorar la estructura y el entramado de las distintas instalaciones de una vivienda. Se pretende que el alumno conozca todas las instalaciones que configuran una vivienda (electricidad, agua sanitaria, evacuación de aguas, sistemas de calefacción, gas, aire acondicionado, comunicaciones, domótica y otras instalaciones. Además que se familiarice con su simbología, diseño y montaje. Por otro lado, se analizarán facturas domésticas y se les intentará hacer conscientes de la importancia del ahorro energético.
El desarrollo de esta unidad va a aportar al alumno gran cantidad de conocimientos acerca de ámbitos y escenarios de su propio entorno. Le va a dotar de destrezas y habilidades para el manejo de los aparatos de las instalaciones domésticas, también le va a dotar de hábitos de seguridad, de ahorro y de consumo responsable. Además en esta unidad se pondrán en práctica muchos otros conocimientos adquiridos en las etapas anteriores de la asignatura de tecnología, conceptos como el consumo energético, las fuentes de energía, la electricidad, las normas de seguridad, etc.
Teknologia Interaktiboa 3: Robotika
Reference: 2014/014 CC (2014-2015)
Funded By: Dpto. de Educación, Política Lingüística y Cultura del Gobierno Vasco, convocatoria EIMA 2.0
From 2014 to 2015
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
El proyecto Teknologia Interaktiboa 3: Robotika consiste en el diseño de una unidad didáctica sobre el bloque de contenidos de control y robótica del Diseño Curricular Base para 3º y 4º de la ESO en Tecnología. Se trata de un material educativo interactivo y motivador para el estudiante que le ayudará a conocer y explorar el funcionamiento y las aplicaciones de los robots. Con esta unidad se introduce al alumno en el mundo del control y la robótica. Se hará uso del ordenador como elemento de programación y control y se diseñarán, construirán y programarán robots.
El objetivo principal de este proyecto va más allá de adquirir unos conocimientos acerca de la arquitectura y el funcionamiento de los robots, pretende también trabajar sobre ambientes de aprendizaje multidisciplinares, reales y cercanos al alumno donde adquieran habilidades para investigar, para experimentar, para resolver problemas y para responder con éxito a los cambios de su entorno. Todo ello contribuye al desarrollo de la creatividad y del pensamiento de los estudiantes.
Autogame
Funded By: Viceconsejería de FP del Gobierno Vasco
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
El proyecto AUTOGAME tiene como objetivo desarrollar un juego serio (serious game) para el diagnóstico y localización de averías en esquemas eléctricos, y se enmarca en el el área de la electricidad en automoción. Está dirigido a la Formación Profesional, pero es tan flexible que puede adaptarse a otros ámbitos educativos.
Hemos conseguido el editor para facilitarnos la vida a los profes de automoción que no sabemos programar. Con este editor podremos añadir actividades (circuitos con averías) a nuestro juego.Podremos compartir cientos de actividades en nuestra comunidad para enriquecer el juego.Puede ser usado también por profesores de otras especialidades para editar todo tipo de circuitos eléctricos. El juego está concebido como un material complementario a la formación presencial, en el que alumnos deben identificar averías en esquemas eléctricos, y la causa que ha producido dicha avería, el componente que ha fallado. Se presentan esquemas eléctricos al alumno y debe identificar una única avería en cada circuito, tras lo cual se pasa a la siguiente actividad.
Este es un proyecto Open Software. Vamos a crear una comunidad donde compartir todas las actividades que diseñemos los profesores para este juego
JovenTek
Reference: 8898
Title: Joventek – Trastea
Funded By: Fundación Española para la Ciencia y la Tecnología-FECYT. Ministerio de Economía y Competitividad
From 2014-09 to 2015-06
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
El programa JovenTek es una iniciativa de DeustoTech Learning/Fundación Deusto. Pretende ser un conjunto de actividades coordinadas, orientadas a fomentar en los adolescentes a medio plazo las vocaciones hacia la Ingeniería, de forma íntimamente ligada a la tecnología y a su importancia social. Las líneas temáticas del proyecto JovenTek serán herramientas, procesos y metodologías basadas en tecnología, que hemos identificado como especialmente interesantes dada su aplicabilidad, su accesibilidad, su bajo coste, y su fácil integración con procesos domésticos, familiares y escolares. Alrededor de estas áreas se desarrollarán las distintas acciones. Las áreas identificadas para el curso 2014/2015 son:
L1. Microelectrónica y robótica
L2. Programación
L3. Laboratorios remotos
L4. Social Lab
L5. Expresión digital
Las acciones que incluirá son de tipo:
A1) Grupos de formación, trabajo, seguimiento y evaluación con profesores de secundaria/bachillerato.
A2) Cursos online de acercamiento a la ingeniería para estudiantes de secundaria/bachillerato, accesibles en toda España.
A3) Concursos y eventos de socialización, cooperación e integración de resultados.
VISIR+
Reference: 561735-EPP-1-2015-1-PT-EPPKA2-CBHE-JP
Title: Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by Visir+
Funded By: Erasmus+ Programme of the European Union
From 2015-10-15 to 2018-04-14
Coordinator: INSTITUTO POLITECNICO DO PORTO (Portugal)
“Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry-based Teaching and Learning Methodology supported by Visir+” project targets the broad area of Electrical and Electronics Engineering, and, within it, the subject of circuit theory and practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual, and remote experiments, the later supported by a remote lab named Virtual Instruments Systems In Reality (VISIR). The nature of each experiment (hands-on, virtual, real-remote) has an impact on the students’ perception of circuits’ behaviour, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding and increase their laboratory-based skills. This is the concern of the underpinning teaching and learning methodology, favouring in particular the students’ autonomy for discovering how circuits work, through an enquiry-based approach.
There has been an increased interest in science and engineering education due to: (1) the shortage of professionals required in scientific and technical areas; (2) the considerable low ratio of students opting for science- and engineering-related degrees, when entering higher education; and (3) the number of dropouts exhibited in the initial years of undergraduate studies. All stakeholders have devoted a great deal of attention and concern to this problem, considering the high number of reports published about and initiatives taken in recent years. In sum, the solutions have been dealing with: raising the society awareness for such a problem (1); increasing the interest for STEM among youngsters (1 and 2); and, promoting new teaching and learning methodologies, especially student-centred ones involving the use of ICT-tools, for coping with a new generation of digital natives (3).
VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners from Argentina, Austria, Brazil, Portugal Spain, and Sweden
ODL
Reference: 2015‐1‐ES01‐KA201‐016090
Title: Open Discovert of STEM Laboratories
Funded By: Erasmus+ Programme of the European Union
ODL-Open Discovery of STEM Laboratories is initiated to equip European school teachers with innovative approach – micro-MOOC, to deploy STEM laboratories and their application in the everyday teaching practices and, thus, strengthen the profile of the teaching professions. The project will foster partnerships between universities, research centers, training and professional associations, and school sector to modernize the school education by enhancing digital integration in learning and teaching processes with direct access to top-notch facilities of remote and virtual experiments. The program will be based on the requirements of STEM/ICT competence of school curricula in consortium countries and will employ the MOOC methodology, EU best practices in field, libraries of STEM laboratories, and OERs.
ODL aims to:
Offer teachers collaboration in creating innovative STEM school curricula;
Elaborate MOOC methodology and propose an implementation of it in secondary school sector;
Merge remote and virtual STEM labs in day-to-day teaching practicing.
ODL will expand the methodology and resources for enhancing teacher proficiency and student competence required by modern society. The results will affect educational and economic transformation of partner countries, in particular, and of Europe, in general.
GameHub
Reference: 561728-EPP-1-2015-1-ES-EPPKA2-CBHE-JP
Title: University-enterprises cooperation in game industry in Ukraine
Funded By: Erasmus+ Programme of the European Union
From 2015-10-15 to 2018-10-14
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
Participants:
ODESSA NATIONAL POLYTECHNIC UNIVERSITY (Ukraine)
KYIV NATIONAL UNIVERSITY OF CONSTRUCTION AND ARCHITECTURE (Ukraine)
UKRAINIAN ASSOCIATION OF INFORMATION TECHNOLOGY PROFESSIONALS (Ukraine)
FUNDACION VIRTUALWARE LABS (Spain)
STATE HIGHER EDUCATIONAL ESTABLISHMENT PRECARPATHIAN NATIONAL UNIVERSITY NAMED AFTER VASYL STEFANYK (Ukraine)
AKADEMIA GORNICZO-HUTNICZA IM. STANISLAWA STASZICA W KRAKOWIE (Poland)
KHERSON NATIONAL TECHNICAL UNIVERSITY (Ukraine)
STATE INSTITUTION OF HIGHER EDUCATION DONETSK NATIONAL TECHNICAL UNIVERSITY (Ukraine)
FH JOANNEUM GESELLSCHAFT MBH (Austria)
NATIONAL TECHNICAL UNIVERSITY KHARKIV POLYTECHNICAL INSTITUTE (Ukraine)
QUALITY AUSTRIA – TRAININGS, ZERTIFIZIERUNGS UND BEGUTACHTUNGS GMBH (Austria)
The wider objective of the GameHub, University-enterprises cooperation in game industry in Ukraine is to ensure employability and self-sustainability of Higher Education Institution (HEI) graduates, unemployed engineers as well as veterans of Anti-Terror Operation (ATO) in Ukraine by equipping them with knowledge and skills demanded by digital game industry (GI) – a highly networked global impact economy. GI strongly based on online work approach allows one to develop a highly technological field and, therefore, gross domestic product without large investments.
The specific objectives of the project are:
To establish monitoring instruments of competence profiles and training necessary for employment in ICT market in Ukraine (UA) including international networking and business opportunities;
GameHub built in each UA HEI will contribute to the development of knowledge and competences for digital game production and entrepreneurship by developing learning materials, coaching, and consulting of HEI faculties and training service centers;
Mutually beneficial and viable cooperation between academia, employment and veterans associations, and GI strengthening the emerging Ukrainian ICT creative business sector.
MissToHit
Reference: 2015-1-ES01-KA201-016001
Title: MissToHit: From Misconceptions To Learning Insights Through Inquiry With Playful Physical Objects
Funded By: Erasmus+ Programme of the European Union
From 2015-09-01 to 2017-08-31
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
The main goal of MissToHit:From Misconceptions To Learning Insights Through Inquiry With Playful Physical Objects project is to create a learning community where formal and informal learning initiatives can share STEM-related learning activities based on physical objects in an Inquiry-based learning (IBL) methodology.
The main target groups of the project’s activities and results are Educators and Learners, in formal (schools) and informal (e.g. science museum) learning scenarios. Within the MISStoHIT community, learners and educators can adopt several roles: a) consumers of previously created learning resources; b) producers of new learning materials (remixing models, experiments, guides, etc.); or c) providers of learning insights: misconceptions, experiments’ ideas, hints, or new approaches. Scientists and other stakeholders (industry, public bodies, etc.) are also invited to contribute to the creation of learning materials that match everyday practice in museums and classrooms.
The project will carry out preliminary studies to define and establish the fundamentals of the project, e.g. STEM and ICT curriculum, gender, legal and ethical issues will be analyzed. The new pedagogical methodology approach designed by educators will be the base to design and develop e-learning tools and resources, and an on-line collaborative platform where students and teachers will be able to learn, teach and co-create content for STEM courses.
Snola
Reference: TIN2015-71669-REDT
Title: Spanish Network of Learning Analytics
Funded By: Spanish Ministry of Economy and Competitivesness
Participants:
Grupo de Investigación GRIAL (Spain)
Deusto Learning-Lab (Spain)
Grupo de Robótica – Universidad de León (Spain)
GaLan – Universidad del País Vasco UPV/EHU (Spain)
Grupo de Tecnologías de la Información para la Gestión Empresarial (TIGE-UPM) (Spain)
GSIC-EMIC (Grupo de Sistemas Inteligentes y Cooperativos – Educación, Medios, Informática y Cultura) (Spain)
Gradient – Universidad Carlos III de Madrid (Spain)
SNOLA (Spanish Network of Learning Analytics) is a network that integrates the major national researchers in the area of Learnign Analytics. Formed by 10 researchers from nine Spanish research groups, it has a primary focus on technology but aims at integrating other visions and disciplines from the educational sector that expands the scope of the network. The main objectives of SNOLA are: (1) to promote the collaboration among researchers from the network, also with stakeholders such as public and private educational institutions and industry, and with European and international networks; (2) to disseminate and organize initiatives on a national scale; (3) to provide public resources for the effective integration of LA systems in education; and (4) to train researchers and professionals to meet the challenges of the Digital Society derived from the integration of ICT in education.
Inspira
Reference: FCT-15-10615
Title: Inspire young girls in Science and Technology
Funded By: Spanish Foundation for Science and Technology, Ministry of Economy and Competitiveness
From 2016-09-01, ongoing project
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
The project INSPIRA “Inspire young girls in Science and Technology” aims to raise awareness of young people, boys and girls, about the reality of women in the scientific-technological field, especially support girls who have an interest or concern about these areas, and thereby increase the scientific and technological vocations among young people between 10 and 14 yr. For the development of INSPIRA, the University of Deusto and Elhuyar Fundazioa have formed a strong multidisciplinary team of professionals to integrate expertise and resources, and create a network of stakeholders involved in promoting female professionals in STEM areas. The methodological and innovative strategy proposed by the project is to organize awareness sessions around “Gender, Science and Technology” for groups of boys and girls in primary and secondary education. On the other hand, a group of female professionals will carry out mentoring dynamics with small groups of girls with interest in Research, Science and Technology.
Platon
Reference: 2016-1- PT01-KA201- 022881
Title: Promoting Innovative Learning Approaches for the Teaching of Natural Sciences
Funded By: Erasmus+ Programme of the European Union
From 2016-09-01 to 2018-08-31
Coordinator: NUCLIO NUCLEO INTERACTIVO DE ASTRONOMIA ASSOCIACAO (Portugal)
PLATON-Promoting innovative Learning Approaches for the Teaching Of Natural sciences aims to address the lack of relevance between what is taught in school and everyday life, by motivating teachers to update their teaching practices and bring inspiration into their science classroom, increase students’ interest in science and focus on developing students’ basic skills in math and science as well as 21st century key skills, like critical and creative thinking.
The PLATON project approaches science learning not as a decontextualized activities focused on the memorization of factual knowledge organized in a linear progression but as an approach that allows the generation of knowledge through a creative, constructive process that builds upon students’ prior understanding and evolves beyond what is explicitly taught. To this end, PLATON will build a methodology that combines the Inquiry Based Science Teaching Approach with the ‘Big Ideas of Science’ scheme for introducing interdisciplinary learning. This combination can produce a powerful blended approach that can enable teachers to build bridges between the science classroom and the world around us, rethink the way they perceive the science curriculum and take advantage of opportunities to introduce hands-on and minds-on activities for their students.
STEAM Decks
Reference: 2016-1-ES01-KA201-024965
Title: Learning STEAM through a playful online platform, social learning and content co-creation
Funded By: Erasmus+ Programme of the European Union
From 2016-09-01 to 2018-08-31
Coordinator: UNIVERSIDAD DE LA IGLESIA DE DEUSTO (Spain)
STEAM Decks-Learning STEAM through a playful online platform, social learning and content co-creation provides a free access online platform where primary and secondary school students will be able to develop declarative knowledge in a contextualized and meaningful way through a multiplayer and online card game. To accomplish it, several objectives have to be addressed:
Analyze the attitudes and skills around STEM of teachers and students from primary and secondary schools.
Develop an open, free, open source and expandable platform where primary and secondary school students will be able to develop declarative knowledge in a contextualized and meaningful way through a multiplayer and online card game.
Create initial content and activities for the platform to facilitate its use with different levels of involvement.
Assess the quality and impact of the project after its implementation, both in terms of attitudes and skills about STEAM schools, and the quality of the methodology, platform, and initial materials developed.
Pilar
Reference: 2016-1-ES01-KA203-025327
Title: Platform Integration of Laboratories based on the Architecture of visiR
Funded By: Erasmus+ Programme of the European Union
From 2016-09-01 to 2019-08-31
Coordinator: UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA (Spain)
Participants:
BLEKINGE TEKNISKA HOGSKOLA (Sweden)
INTERNATIONALE GESELLSCHAFT FUR ONLINE ENGINEERING VEREIN (Austria)
PILAR project proposes a solution that aims to interconnect all VISIR systems, with each other in order to create a grid laboratory shared and accessed by all the participants, expanding and empowering existing systems to a new level of service and capacity. This will allow expanding the application range: each university may install certain circuits on its own VISIR and utilize another type of circuits installed on a VISIR of other universities and viceversa. The project will then provide: 1. A web-based federation of VISIR laboratories and includes a free-access repository for sharing learning resources. Members of this cloud will be the VISIR community partners. 2. The VISIR federation will offer a number of remote labs in the form of services to teachers and students at schools and universities.3. A teacher may reserve any workbench within the clPrintoud for a particular time period. 4. It would also be possible for organization without VISIR to participate. However, they should be granted access to a particular workbench through prior negotiation with the providers.
Vocal
Reference: 2016-1-HU01-KA202-022916
Title: Vocational Online CollAboration for Learning
Funded By: Erasmus+ Programme of the European Union
From 2016-11-01 to 2018-10-31
Coordinator: BUDAPESTI MUSZAKI ES GAZDASAGTUDOMANYI EGYETEM (Hungary)
Participants:
OGRES TEHNIKUMS (Latvia)
LITHUANIAN ASSOCIATION OF DISTANCE AND E-LEARNING (Lithuania)
The VOCAL – Vocational Online CollAboration for Learning project aims to support vocational education and training in Europe through providing training opportunity for HE and VET teachers to experience and to develop skills in online collaborative learning.
Education organizations need to network and collaborate in order to meet the challenges of the diversification of learners, the opening up of education, and the preparedness to merge international and intercultural learner groups and to provide learning services for work-based learners. (C)VET and higher education institutions should be digitally competent in order to meet these challenges and provide quality learning services, with the special focus on digitally and pedagogically competent teachers and trainers.
Osos
Reference: 741572
Title: Open Schools for Open Societies
Funded By: European Union’s Horizon 2020 research and innovation programme
Our schools should be incubators of exploration and invention. They should be accelerators of innovation. They should promote Open Schooling. School leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. Teachers should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. A holistic approach to innovation is needed.
OSOS project will create a core network of 100 Open Schooling Hubs in 12 countries. Each one of these schools will develop a network of at least 9 additional schools to form a national network of schools where the Open School Culture is introduced. Overall more than 1,000 schools will be involved in the project in two implementation phases (school year 2018-2019, and school year 2019-2020.
Next-Lab
Reference: 731685
Title: Next Generation Stakeholders and Next Level Ecosystem for Collaborative Science Education with Online Labs
Funded By: European Union’s Horizon 2020 research and innovation programme
From 2017-01-01 to 2019-12-31
Coordinator: UNIVERSITEIT TWENTE (Netherlands)
Participants:
ECOLE POLYTECHNIQUE FEDERALE DE LAUSANNE (Switzerland)
IMC INFORMATION MULTIMEDIA COMMUNICATION AG (Germany)
Next-Lab (Next Generation Stakeholders and Next Level Ecosystem for Collaborative Science Education with Online Labs) is a European research project co-funded by the European Commission in the framework of the Horizon 2020 Programme. Next-Lab focuses on introducing inquiry-based science education (IBSE) in schools and continues the mission of the project Go-Lab, promoting innovative and interactive teaching methods in primary and secondary schools.
Next-Lab provides a varied portfolio of advanced online learning tools in science topics, which contains hundreds of virtual and remote science laboratories, inquiry learning applications and Inquiry Learning Spaces. Furthermore, there is an authoring tool for teachers they can use to create own cross-curriculum learning scenarios and share them with their students.
Using Next‐Lab, students benefit from the rich, challenging learning experiences, shaping their science and technology knowledge together with social competencies. The innovative tools of Next-Lab guide students though the research process, helping them to acquire in-depth understanding of scientific topics as well as 21st century collaboration and reflection skills.