"THE WORKSHOP OF CREATIVITY ': LEARNING FOR A SUSTAINABLE FUTURE IN CLASS 3.0" plans and carries out a flexible class in which the physical space focuses on the arrangement of multi-purpose furniture for students and teaching.The class becomes an active research lab where students are involved in the creation, planning and realization of an "Energy Virtual Museum", through moments of practical activities and collaboration among equals. In this lab the ability of designing and planning, as well as, creativity are the main strategies to be used. The overall goal of the project is the organization and transfer of a virtual learning environment to provide users with the tools necessary to take full advantage of the educational and training programme.The museum environment offers the possibility to:•ensure a collaborative and remote learning method according to the educational needs of students involved in training; • represent a technological model that supports the pedagogical learning system.The partner schools are strongly motivated to work together for the realisation of the project, which is fully in line with the "mission" of their common institutions, i.e. to open up to new educational challenges. Moreover, they have shared the idea of giving life to a project that uses sophisticated computer technology to:• Promote research, develop a critical awareness and encourage creativity and innovation Through the active use of digital skills;•Disseminate environmental education;• Interact with the area The virtual museum is a permanent institution at the service of society and its development through the Internet. People can access the related material composed of research projects, tangible and intangible evidence of humanity, of images, videos, graphics, diagrams, slide shows, 3D models, animations and all media objects that can be created. Teaching materials and tools are not merely used as "supporting elements", but as "start up cognitive processes" to stimulate and support the learning process as a whole. We will, therefore, realise a school model very close to reality that aims at developing skills through active learning - learning by doing – in order to guarantee this kind of educational approach even to less talented individuals not inclined to theoretical studies as well as to disadvantaged students; with particular reference to children of immigrants.The choice of these teaching strategies was made according to the need of "convergence" in order to encourage cooperation between and among schools and local authorities to create an inclusive society, a prolific way of living for children, families and service providers.Adults who, for different reasons and according to different roles, contribute to the successful realisation of this educational project, have a strong responsibility towards the new generations and the entire community. Furthermore, the project can, firstly, lead to an improvement of the school system thanks to the enhancement and growth of teacher professionalism. While students can improve their basic skills, in particular from a language, digital, relational and entrepreneurship point of view. They can benefit from a more adequate training thanks to the demands of the business world where you need versatile, dynamic and flexible workers. They will be able to apply the knowledge and skills gained in different contexts and in solving problems in the working environment.
"THE WORKSHOP OF CREATIVITY: LEARNING FOR A SUSTAINABLE FUTURE IN 3.0 CLASS" is a project which involves five European High schools - I.T.S. "Tito Acerbo" of Pescara (Italy), I.E.S. Bezmiliana of Rincon de la Victoria (Spain), INSTITUTO DE EDUCAÇÃO AND FORMAÇÃO DO SORRAIA, LDA of Salvaterra de Magos (Portugal), "GEL NIKAIAS" by Nikaia Larisas (Greece), I.E.S. "AGORA" of Caceres (Spain) and the Abruzzi Region. The project began due to the necessity to review the reference models of schools to develop those skills considered crucial in order to facilitate innovation, leaving behind past attitudes, adequate in the recent past. But no longer relevant in schools where foreign students are in a situation of social, economic and cultural disadvantage. The partnership has provided adequate responses and introduced the following changes: • teaching innovation and development of digital culture • hindering early school leaving and any form of disadvantage • improvement of basic and transversal skills in a lifelong learning perspective. In order to make a real transformation it was important to focus on the professional growth of the teacher by sharing the communicative dimension of the new generations by using their own virtual spaces and with immediate actions that would allow everyone to achieve positive results. The real aim of this partnership was to invest in the digital identity of each person, thus realising a Virtual Energy Museum, a technological model able to support the pedagogical system of the learning, collaborative and remote system, created according to the needs of the trainees. The 3.0 Classroom has replaced the traditional classroom giving life to a new learning environment, which is flexible and promotes creativity, collaboration and active teaching. Students aged between 16 and 20 years old have been involved in active and supportive group work and concrete actions have: • strengthened the dynamism and creativity of research in the energy field, promoted innovation through the use of digital skills and the use of active teaching - learning by doing - to encourage learning even in less gifted individuals and the integration of young people in a situation of social, economic and cultural disadvantage • encouraged an integrated knowledge, transversal and inspired by a cognitive-collaborative model that has activated and managed educational processes aimed at developing a new approach to the environment and sustainability that have produced important and responsible choices • involved local areas, seen as a cultural entity of reference, in view of an educational-territorial project by introducing specific tasks and responsibilities. Everyone has been able to experience and acquire awareness in different ways, of the uneasiness, cultural diversity and social exclusion in the environment where he/she lives. Moreover, to acquire the necessary competences to face the difficulties independently, respecting the people and cultures involved, through commitment and personal generosity. The defining characteristics have been the relationship with the local areas and the use of an interdisciplinary teaching. A very important phase of our experience was the collaboration with the local area. The student has had the opportunity to be enriched from an analytical and synthetic point of view, “the vision of the world” thanks to a constant interpersonal contact of a moral, social and logical nature which has been emotionally relevant. The interdisciplinary approach has contributed enormously in order to define the complexity of our project. The teaching methodologies and strategies used by the teachers have allowed for a more adequate youth training compared to the demands of the labor world, willingness to cooperate and respect for the behavioral rules, of oneself and others, positive effects in the fight against exclusion, an improvement in the basic and transversal skills of young people, especially linguistic, digital, relational, entrepreneurial ones, autonomy and spirit of initiative. There will be new opportunities for collaboration and we hope to see an improvement in the relationship between the labor supply and demand thanks to the training experience that has allowed students to respond to the needs of local companies that need versatile, dynamic and flexible workers.