The ISS-MORETTI and the Professional School of the Centre Asty-Moulin are committed to the ERASMUS+ system with the primary aim of exchanging and developing good, innovative teaching and learning practices, but also to offer their students and teachers the opportunity to understand the benefits of opening up to mobility, on a personal, cultural, educational and professional level. The project has about ten educational staff, involved and/or accompanying, managers and teachers combined, from professional practice or general courses and 22 students from both schools, in sections related to maintenance and industrial services (electricity pole). > The general objectives of the project are: 1) Create a pedagogical system that promotes the motivation of learners (co-development, mentoring, entrepreneurship) at the same time as the meeting between learning activities and the legal requirements of the respective countries. 2) Create the conditions for pedagogical innovation by developing a network that goes beyond the walls of the respective schools (transnational collaboration and involvement of local companies in the development of the school curriculum). 3) In connection with the discovery of Europe's cultural heritage, our students cross borders, de-dramatize and understand the opportunities offered by mobility, particularly in terms of employment. > In terms of communication and project organization, activities are organized to develop and consolidate the use of English as a preferred language of exchange. Participants are trained in the potential of e-Twinning in order to enrich the project with this dimension. > In terms of technical learning, 2 main activities are organized around two mobilities: 1) Roseto students are going to Namur for a week in February 2020 to co-design distribution and connection mounting plates specific to the industrial sector. The system is organized here around the mentoring of Namur students, who are already prepared for this subject. 2) In March 2020, the Namur students are going to Roseto to install and commission the mounting plates made in February in the place dedicated in the laboratory at ISS-MORETTI. The Italian students in turn take on the role of mentor by presenting the Namur students with a new teaching plate with components adapted to the management of the hydroelectric connection, in connection with the discovery of the neighboring power plant. During these two mobilities, the two schools engage in company visits, according to their technical interest but also according to their interest in a pedagogical support plan. > In terms of European heritage, students from both schools organize visits to discover the respective local heritage. The subject of these visits will be defined with them according to a framework determined according to the objectives to be achieved. All these activities are driven by the desire to develop entrepreneurship among our students. The students are a force of proposal, managers and directors of a certain number of activities, supervised and accompanied by their educators. > With regard to support for educators, professional co-development activities are made possible through the exchange of practices, co-construction and regular analysis of the project; comparison, also of the realities and constraints of each individual. The expected results are: - The layout of the Roseto electricity lab with functional plates, co-developed with the participants. - A sufficient command of English to communicate effectively within mobility, including the creation of an English-Italian-French technical glossary, also involving general course instructors. - The provision of a didactic outline of the project, associated with a corresponding functional evaluation grid and in line with the requirements. As far as long-term benefits are concerned, the whole project is crossed by experience evaluation times, focused on self-evaluation and reflexivity. Participants develop analytical skills that will enable them to adjust their actions and mechanisms throughout their lives, according to defined objectives. Critical skills in life and in the professional world. They are able to listen and adapt, aware of the constraints of project management and the world of employment, of the resource that everyone can also constitute, with their specific background and profile. They are not afraid to meet the other and look for potential relays in Europe to carry out their projects. They have become familiar with the communication tools that allow it. They dare. The school will have given them the opportunity to have an experience that will leave its mark on them forever and that they will understand. Translated with www.DeepL.com/Translator
ISS-MORETTI and the Centre Asty-Moulin Professional School have committed to the ERASMUS+ scheme with the primary aim of exchanging and developing good and innovative teaching-learning practices, but also to offer their students and teachers the opportunity to understand the benefits of opening up to exchanges on a personal, cultural, educational and professional level. The project has ten or so instructors, managers and teachers involved in professional practice, general courses and support for students with special needs, as well as around 30 students from both schools in sections related to maintenance and industrial services (electrical and automation sections). Following the health crisis, it was extended for 24 months instead of the 12 initially planned. > The general objectives of the project are 1) To create a pedagogical tool that favours the motivation of learners (co-development logic) at the same time as the encounter between learning activities and programmatic prescriptions. 2) To create the conditions for pedagogical innovation through the development of a network that goes beyond the walls of the respective schools (transnational collaboration and involvement of local companies in the development of the school curriculum). 3) In connection with the discovery of the European cultural heritage, our pupils go beyond borders, de-dramatise and understand the opportunities offered by exchanges, particularly in terms of employment. > In terms of communication and organisation of the project, activities are organised to develop and consolidate the use of English as the preferred language of exchange. > In terms of technical learning, two main activities are organised around two exchanges: 1) The Belgian team went to Roseto to participate in the installation and commissioning of a didactic board in the ISS-MORETTI Laboratory. This part had been done by the 2019-2020 team. It is also involved in the finalisation and commissioning of an automated dam model inspired by the Campotosto dam, supplying the region, which increases the possibilities of didactic activities for the laboratory. 2) The Italian team went to Namur to see the Belgian version of the model dam in real life. Through experience, they discovered how this object could be used to develop learning and organise an assessment in line with the programmatic requirements. The pupils also tested an inclusive digital device that made it possible to integrate the essential foundations of electricity. > In terms of European heritage, pupils from both schools organised visits to discover their respective local heritages. The subject of these visits were defined with them according to a framework determined by the objectives to be achieved. The pupils were responsible for proposing, managing and carrying out a number of activities, supervised and accompanied by their instructors. > As far as support for the instructors is concerned, professional co-development activities were made possible by the exchange of practices, co-construction and regular analysis of the project; the comparison, too, of the realities and needs of each. The results are: - The fitting out of Roseto's electricity lab with functional boards co-developed with the participants; - A sufficient level of English to communicate effectively within the exchanges, including the creation of an English-Italian-French technical glossary; - The provision of a didactic outline of the project, associated with a corresponding functional evaluation grid in line with Belgian regulations, which can be adapted. - The provision of an inclusive digital tool for younger pupils. - The provision of a logbook of the experience. As far as the long-term benefits are concerned, the whole project is crossed by times of evaluation of the experience, focused on self-evaluation and reflexivity. Participants develop analytical skills that will enable them to adjust their actions and approaches throughout their lives, according to defined objectives. These are crucial skills in life and in the professional world. They are capable of listening and adapting, aware of the needs of project management and the world of employment, and of the resource that each person can constitute, with his or her specific background and profile. They are not reluctant to go out and meet others and to look for potential relays in Europe to bring their projects to success. They have become familiar with communication tools that make this possible. They dare.