CONTEXT EU warns that "employment of STEM skilled labour is increasing and 7 million job openings are forecast until 2025". However, students have lack of interest in STEM, especially in social science students in high schools, where the use of ICT tools is very limited to support their educational strategy. On the other hand, already in 1998 the Committee of Ministers of the Council of Europe underlined the relevance of Cultural Heritage Education. However, still in 2015 more than 90% of Europe’s heritage has not yet been digitized. In this context, H2OMap takes on 3 priorities: P1:Innovative practices in the digital era P2:Increasing the levels of achievement and interest in STEM P3:Social and educational value of cultural heritage OBJECTIVES By joining these priorities, H2OMap general purpose is to promote the use of new educational methodologies using ICT and STEM to increase the quality of education, analyse water resources and value hydraulic heritage, as well as the ethical and civil responsibility which all have to protect. To achieve this main goal, 5 objectives have been assessed: -OBJ1 (Target Group 1. Priority P1): High school (HS) students improved their ICT skills knowledge and their possibilities of use in both technological and social sciences. -OBJ2 (TG1.P2): HS students increased their interest in STEM in cultural, environmental, geographical and other contexts -OBJ3 (TG2.P1): HS teachers learnt innovative educational methodologies in the digital era related to ICT skills and innovative practices -OBJ4 (TG3.P3): The project participants learnt to value and appreciate the hydraulic heritage of their regions. - OBJ5 (TG4, TG5. P3): Hydraulic heritage cataloguing was valued and appreciated by stakeholders and citizens as a tool to enhance local development. PARTICIPANTS Regarding partners, there are 3 universities (UJI, UA, UNIPV) and 4 HS (IES Penyagolosa, ISTF, AECM, AEN3) from Spain, Italy and Portugal: More than 180 students, 21 teachers and 15 Professors or researchers. The project includes stakeholder participants, such other HS, public administrations and patrimony and ICT associations. In this way, 5 target groups have been distinguished: HS students (TG1), HS teachers (TG2), project participants (TG3), stakeholders (TG4) and citizens (TG5). ACTIVITIES AND METHODOLOGY H2OMap followed this structure: 1) Beginning: -Signature of bilateral agreements and preparation of the activities 2) During the project: -Management: 8 Virtual meetings, 7 Transnational meetings, 6 monitoring reports, etc -Development of 3 intellectual outputs: methodological guide (O1); e-learning course for teachers (O2) and educational multiplatform for hydraulic heritage mapping (O3) -Completion of 3 LTTAs for students: 1st year in Spain (C1), 2nd in Italy (C2) and 3th in Portugal (C3) -Dissemination activities: 9 multiplier events, website (https://h2omap.uji.es/), news in media, more than 74 meetings with stakeholders, etc 3) Closure: An additional Transnational Meeting for future joint projects. RESULTS AND IMPACT The main tangible results are the intellectual outputs (O1, O2, O3) that develop tools and the teacher training needed to apply ICT and STEM in the classroom with an innovative methodology for students to improve these skills. Regarding intangible results highlight: -High schools: Incorporated digital and ICT technologies in curricula (OBJ1.P1), promotion of STEM through inter-disciplinary education (OBJ2.P2) and development of innovative learning ICT materials for teachers (OBJ3.P1). More than 180 students and 21 teachers were involved. -Partners: Awareness of the social and educational value of hydraulic historical heritage (OBJ4.P3) and an increase in the internationalisation of the organizations -Stakeholders and citizens: creating a new sensibility towards sustainability, heritage, culture and water, raising awareness of their responsibility as citizens to take care of it (OBJ5.P3) and developing recommendations to policymakers. This interest was reflected in the participation of more than 550 attendees in our events (359 stakeholders and 191 partners). Regarding tangible results highlight: INTELLECTUAL OUTPUTS: -Methodological guide composed of 11 modules in 4 languages (bit.ly/3Qid04A). -2 E-learning Courses (10 modules) in 4 languages (bit.ly/3ZZsb5Y). -Multiplatform, composed by: APP (Qfield), QGIS tool for the database, and the development of storymaps using ArcGIS (bit.ly/46tvgh2). OTHER TANGIBLE PRODUCTS: - Management: internal communication guide, risk reduction plan, quality evaluation plan, budget control plan… - Dissemination: Visual Identity (logo, templates, etc.), website (https://h2omap.uji.es/), brochure, newsletters, journal papers, project videos, presentations… The project impact is directly linked with the dissemination results, so H2OMap implemented a Dissemination Plan (https://shortly.at/lvvoo) in order to increase the visibility of its results to target groups, as well as to reach the general public and all the relevant stakeholders. This strategy contributed to an overall increased impact of the project and its results. Of this dissemination plan it is worth highlighting: COMMUNICATION MATERIALS - Visual identity design (https://shortly.at/fAzwh): logo, web design, letterhead, presentation formats and other communication elements. - H2OMap Brochure(https://shortly.at/fAzwh): To provide basic information. This serves as the project's presentation and was distributed as widely as possible. This document is translated into the four project languages (English, Spanish, Italian and Portuguese) to increase its impact. - Activities photos - Videos (https://shortly.at/caUL4, https://shortly.at/rBFHM):: initial H2OMap video, final H2OMap video and a video about each LTTA. These videos are subtitled into the four project languages (English, Spanish, Italian and Portuguese) to increase its impact. - Other materials: multiplier event posters, roll-up, etc. - H2OMap e-Newsletter (https://shortly.at/ngu5B):: a periodic e-newsletter (twice a year) containing information about project’s achievements. The newsletter was distributed by any of the participants to the User Group members and relevant bodies. - H2OMap Website (https://h2omap.uji.es/):: This platform contains a continuous, lively presentation of the project in its most practical aspects. The partners took care that this server is referenced at appropriate sites. The site contained a description of the project, public documents, the partnership description and expected results. The web site was also be used for easy interaction with target groups and further interested parties. To this end, the website contains links to H2OMap Social Networks. The web is translated into the four project languages (English, Spanish, Italian and Portuguese) to increase its impact. -Social Media profiles such as Twitter, YouTube, Instagram and Facebook were opened and linked to the website. These channels were used on a continuous basis to show the progress of the project. -News in local media(https://shortly.at/MivCZ): newspapers, TV, etc. DISSEMINATION ACTIONS Widespread dissemination actions were carried out in order to transfer H2OMap results to a European audience through actions like: - 9 multiplier events (https://shortly.at/i6I0E):(one per country each year) - H2OMap presentation at conferences - Contacts to related EU projects - Articles in selected relevant magazines - A H2OMap User Group established, with representatives of national/regional/local key actors. The idea of this USER GROUP is also to include policy makers of Public Administrations at 3 levels: high schools, Culture/Heritage and Public Administrations. EXTRA ACTIONS During the duration of the project, many actions not initially planned have been carried out in order to increase the dissemination and impact of H2OMap, both at an individual level (a single partner) and by coordinating 2 or more partners. All these activities are included in the "initiatives" section of the website (https://h2omap.uji.es/). Among other activities, we can highlight: -Water History by ISTF -Erasmus+ Day in AEN3 -Online presentation by IESP -Advent Calendar by AECM -3 summer courses coordinated by UNIPV and UA, UJI participated -Presentation at the International Education Congress "Heritage and Creativity" by UJI -2 articles published in the magazine "Memoria Viva" by UJI - Presentation at "III National Water Congres" by UA - Webinar: water footprint by UJI for IESP, AECM, ISTF, AEN3 and other high schools - Videos for World Water Day by all partners -Etc. ACTIONS FOR THE SUSTAINABILITY OF THE PROJECT Once all the intellectual outputs have been successfully completed, the project can be explained in detail to international organizations via email. For this reason, to increase its impact in the academic community, a paper is being prepared for publication in the first quartile journal in the category "EDUCATION & EDUCATIONAL RESEARCH" in the rank Science Citation Index Expanded. POTENCIAL LONG TERM BENEFITS HO2Map incorporated transferability actions so that its impact lasts beyond the project, achieving the following long-term benefits: -Better ICT and STEM skills of the HS students that facilitate their integration into the labour market. -An updated educational multiplatform (O3) with interactive maps of the hydraulic heritage of some areas of Spain, Italy and Portugal that are used to promote local development and tourism, especially in small inland towns. -Free access materials for teachers (O1,O2) with innovative methodologies in ICT and STEM.
H2OMap aims to promote the use of ICT to increase the quality of education, highlighting the importance of hydraulic historical heritage as a tool for remembering the past, understanding the present and building a multicultural Europe. The specific needs addressed in these objectives: O1: High school (HS) students improve their ICT skills knowledge and their possibilities of use in both technological and social sciences. O2: HS students increase their interest in Science, Technology, Engineering, and Maths through interdisciplinary teaching of STEM in cultural, environmental, geographical and other contexts. O3: HS teachers learn innovative educational methodologies in the digital era related to ICT skills and innovative practices. O4: Project participants learn to value and appreciate the hydraulic heritage of their regions. O5: Stakeholders and citizens value and appreciate hydraulic heritage as a tool to increase local development. The participation of several countries is a key aspect to analyze how the different school cultures and traditions have an influence (or not) in the ICT competencies. Also, the project has a high transferability since materials are an Open Educational Resources.
Human society and its history are reflected in cultural landscapes. International declarations by the Council of Europe, stress the importance of conservation. The focus on hydraulic heritage led to the UNs "Water for Life" decade and the EU's "Blueprint" action for water resource protection. In 1998, the Council of Europe emphasized Cultural Heritage Education as a means to understand the past and shape the future. Although ICT's role wasn't initially recognized, its potential emerged over time, becoming essential for preserving and enhancing artistic and cultural heritage. A 2015 study found that over 90% of Europe's heritage remains undigitized, posing a challenge to establish a digital environment. In STEM, the EU anticipates a rise in skilled labor demand but faces challenges of negative attitudes and lack of interest. Many students in the EU don't use digital educational resources, and only a small percentage benefit from digitally confident teachers. Finally, water, declared a fundamental human right by the UN, is central to the 6th SDG. The priorities were: P1: Innovative practices in the digital era P2: Increasing levels of achievement and interest in STEM P3: Social and educational value of cultural heritage