This project is focused on knowing and learning about the European industrial heritage. We will work with a broad meaning of "industrial", not only material remains, also intangible topics.The heritage knowledge will motivate our students to learn about other countries' heritage, finding common connections and shared identity symbols. We hope to develop more than a history memory; we want to discover new industrial enterprises and consider what to do with the remains of the ancient ones. The second item in our project is related to language. All the schools taking part in the project are situated in the boundaries of Europe and their mother tongues stem from different origins, so English will be our language of communication. Furthermore our students will have the opportunity to learn about many different ways to be European. The third item of our project has to do with the use of new technologies. One of the goals of our project is that students get used to working in a network, sharing knowledge and studying in a cooperative way. To achieve this, we will use 3.0 tools that will allow our students to work together, using English, communicating what they have learned, raising their skills and helping them with their idiosyncrasies. We have created an etwinning project as the main communication tool between us.The students also get to know some tools related with GIS (Geographical Information System), and will develope an application to tablet or smartphone on industrial heritageOur project is conceived to be multidisciplinary in order to approach new technologies applied to the project's topic, apart from learning English. Across the project our students have to learn how to communicate, plan and organize, all of them very important skills and well-valued in the work market.The participant schools are:INS Enric Borràs (coordinator) SPAINZespol Szkol w Nowej Slupi POLAND4o Gymnasium Komotinis GREECEKnox Academy SCOTLANDIstituto d'Istruzioni Superiore Telesia ITALYWe can ensure the cultural wealth of the project because of the diversity of partnerships: language, social environment, local landscape. All the cities involved have an heritage that worths to be known and one of our aims is develope some skills to make it easy to attain. Social backgrounds are also quite diverse. A diversity of backgrounds is, therefore, guaranteed.,At the end of the project we will have achieved:*A local industrial heritage catalogue, including material remains and other forms of intangible heritage (like traditional food)*An interactive application with the main local industrial heritage and its description.*An educational platform to access and share the outcomes elaborated by the participants.*A mobile app to guide the visit of the industrial heritage.*A didactic guide to work with the resources listed above.How will we carry it out?*Each school will individually: -Prepare, record and share a traditional recipe -Locate and visit their own industrial heritage. -Take pictures and write a description. -Make documental research. -Elaborate the catalogue. -Learn the software we need to develop the project. -Translate all data in the proposed forms. -Share their knowledge through different ways (posters, infographies, social networks)*Collectively: -Create virtual bridges of communication on two levels: students and teachers. -Create a virtual portfolio -Create a web-page to access and share the outcomes elaborated. -Create a web-page to access and share the human experiences during the project. -Create the guide-lines of an "industrial" virtual itinerary -Know and compare the results of the different areas. -Visit other partners, share experiences and plan a schedule.New technologies will make possible the development of our project, using the resources we find on the net and GIS. We will try to use, were it possible, free software and 3.0 tools. We also expect that students that have participated in this program using English to learn and communicate will be aware of how necessary and rewarding it is to have a good level of foreign languages.We have foreseen some tools to evaluate the evolution of the project. Evaluation will start at the beginning of the project, once the project is in process, on the basis of feedback received from students and teachers involved in the project. After every semester exchange/transnational meeting, participants will be asked to fill assessment questionnaires. Other quantitative measurements (number of students involved, numbers of meetings, people attending seminars or workshops) will complete the picture.Once the project is finished, we will try to keep our outputs updated on a regular basis. Our intention is that the educational products that will be the result of these activities could be used in the future by other schools and even other public audiences.
This project has been focused on knowing and learning about the European industrial heritagem but we learnt that heritage was much more than physical old sites, and had to do with everything that every country recognizes as own; therefore, we began to work with a broader meaning of "industrial", not only material remains, also intangible topics. Cultural issues as legends, food, music and dances have finally become a core part of our project. When we began to design our project our idea was to give it a high rank referring to core competences and skills, paying special attention to items that we guess are critical for the 21st century: teamwork, languages and ICT tools. We defined the approaches to the general topic of heritage from the point of view of a school community placed within a difficult background, with many of our students and families experiencing economic and social troubles; Institute Enric Borràs, the coordinator school is actually catalogued as a “maximum complexity school” by educational Catalan authorities, and we guess that, to overcome and revert this situation our students deserved the opportunity to work in a European project and to improve the skills referred earlier, to give them better school and career opportunities. The project began to be implemented and soon after we received the bad news that one of our partners, Knox Academy, in Scotland, had dropped out; fortunately, we manage to reorganise the schedule and, finally, we could, at least, implement all the funded activities. The other schools, that finally remained in the project came from the South(3) and East (1) of Europe: 4th Gymnasium Komotinis, in Thrace, Greece; Suleyman Demirel Anadolu Lisesi, Dortyol, Turkey, Zespol Szkol Noewj Slupi, Gimnazjum nº 1, Poland and Institute Telesi@, Telei Termine, Benevento, Italy. The schools came from different backgrounds, but, generally speaking, we can say that most of our students belonged to medium-low working class from medium size villages and cities The activities were distributed along the two years project and were presented to other schools during the two international meetings held in Badalona and Komotini. The main activities were: Video presentation of every school and village Design and election of a logo Research about local heritage: images, textual sources Design of local heritage itineraries using GIS tools Presentation about local heritage and traditions with ITC tools Video recording of a traditional recipe Furthermore, there was a special programme for both students’ interchanges: Visit to local heritage (Spain and Greece) Workshops (Spain and Greece) Visit to local institutions (Spain and Greece) Local cuisine workshop (Spain and Greece) At the very beginning of the project there was a launching meeting in Badalona to discuss and design the schedule of the project. Some activities were held: Workshop on GIS Visit to industrial heritage (Badalona, Barcelona) Most of these activities were developed by every partner, and can be checked in the project web. The language of communication was always English but vernacular languages were also present in some of the activities, as a sample of European diversity. Some of the partners decided to present their activities using other formats. We believe that in spite of the fact that the project finished by end of August 2018, we won’t be able to understand the impact of the project till some time has happened. The results are also a bit difficult to measure, especially when some of them are intangible. Our school in Badalona has among their goals every year the increasing of the cohesion and the projection to the neighbourhood. Undoubtedly, this goal has been accomplished as the feeling of belonging to the school and the interest in European projects have also increased. From a narrower approach we believe that the main impact in our school has to do with the interest in learning English. Many of our students need to improve their English skills. The European project has been a tool to show how useful is English and last two years we’ve been able to develop some extra activities to improve the competence in foreign language of our students. On the other side, the results of the project are published in our web. We are not completely happy as finally we couldn’t manage to develop an App on GIS, and it’s a pending issue to think over in the future. Institut Enric Borras has also begun recently to find out about PBL and it could be a good way to took up this subject. We are already experiencing benefits from the experience, as we described earlier, referring to the interest of the school, management, students and teachers in CLIL and PBL methodology, both experienced within the Erasmus+ Project just finished. We guess that English improvement will be a fact and that nearest external assessment exams, national and international will reflect it, but it’s a bit too soon to already arrive to conclusions.