The issue of the digital competences has become increasingly important and has been taken up at the highest policy level. At the same time robots and computational thinking are in the political agenda of governments. Educational robotics and programing (ERP) engage learners in the use of robotic technologies for the development of learning objectives, skills or competencies. ERP emerges as a strategy that enhances the creation of learning environments based on Constructivism (Piaget) and Constructionism (Papert). Educational scenarios aim to design a learning situation composed by different activities in order to achieve certain learning objectives through different learning strategies. In this project we will explore the use of Education Robotics and Programing in Learning Scenarios (ERP@LC) to fostering the learning process. The main objectives are: >Draw an educational policy framework to promote ERP@LC in the countries involved (Portugal, Italy, Turkey and Poland); >Explore ERP@LC in the classroom context using, among others, 3D modeling, immersive environments, augmented and virtual reality, microcontrollers and sensores; >Frame the EPR approach in teaching and learning theories, understanding the fundamentals for a full application; >Create, implement and evaluate a teacher training course in three different modalities (f2f, blended and online); >Define a referential and inspiring set of good Practices that will allow teachers to implement ERP@LC; >Create a set of metrics to evaluate both the integration of ERP@LC and the competence development; >Propose guides for the definition of integration of ERP@LC in classroom context; >Strengthen the link between schools, companies, professional associations of teachers and universities in a European dimension. The main results of the implementation of this project will be: > Stydy - Curriculum approaches to Educational Robotic and Programing according to national curriculum for secondary education (ISCED 2-3) of Portugal, Poland, Turkey and Italy. > Two f2f training courses, producing documents with replicable practices: > 8 blended training course involving eighty teachers resulting from the replication actions of the f2f courses; > Educational Robotic and Programming using learn scenarios for secondary education (ISCED 2-3) - eLearning Course (involving 300 teachers) > Educational Robotic and Programming using learning scenarios for secondary education (ISCED 2-3) - Best Practices (including 60 practices, identification framework and evaluation of good practices) > Policy Recommendations - Curriculum approaches to Educational Robotic and Programing according to national curriculum for secondary education (ISCED 2-3) 4 sector recommendations (per country) and 1 broader for the European commission. > 20 videos with narratives in the first person (members of the consortium, teachers, associate partners, etc.) about the experiences and / or results of the project will be published. > Two Conference Procedings related to the two conferences that will be organized (Multipler Events): ERP @ LC in the Curriculum (IT) (60 participants) ERP @ LC Final Conference (PT) (215 participants); We can situate the impacts of this project at an internal level, considering the members of the consortium, the target groups and even the associated partners. Across all identified groups, a set of impacts can be identified. Participation in this project will further enhance the knowledge of the European Union, increase levels of tolerance and respect for the other while opening the way for future and lasting cooperation. The possibility of participating in this project will increase self-esteem and job satisfaction, which will almost inevitably induce improvements in the performance of their duties. This project will offer unique opportunities for the professional development of teachers, who will feel empowered to improve the quality of teaching and learning. Teachers will use innovative approaches in the subjects they teach, by creating lesson plans / modules where they integrate and test ERP@LC. The guides for defining the integration of ERP@LC in the classroom context will certainly have an impact on changing teaching practices, introducing factors of change. Another remarkable impact is the strengthening of the profile of teaching professions through the transfer of competences, knowledge, pedagogical and didactic tools, focused on integration of ERP@LC. Finally and possibly more importantly, although more extremely difficult to assess, it will be important to highlight the impact that this project is expected to have on improving students' learning and performance.
-Design an educational policy framework to promote ERP@LC in the countries involved (Portugal, Italy, Turkey and Poland); -Explore ERP@LC in a classroom context using, among others, 3D modeling, immersive environments, augmented and virtual reality, microcontrollers and sensors; -Frame the EPR approach within teaching and learning theories, understanding the foundations for full application; -Create, implement and evaluate a teacher training course in three different modalities (f2f, blended and online); -Define a reference and inspiring set of good practices that allows teachers to implement ERP@LC; -Create a set of metrics to evaluate both ERP@LC integration and skills development; -Propose guides for defining ERP@LC integration in the classroom context; -Strengthen the connection between schools, companies, professional associations of teachers and universities on a European dimension.
In recent years we have received students from Eastern countries, former Portuguese colonies in Africa (Angola, Cape Verde, Mozambique, Guinea, Brazil), India, China and others. Our concern is to be able to work towards the success of our students regardless of their origin, avoiding school dropout. Support for these students to develop skills that prepare them for the job market or entry into university. ESAC has a lot of experience in national and international project work and has executed all international projects successfully. Students come from a low family social background (often with economic problems due to unemployment) and are not always motivated to study. This project is important to open minds and contact other cultures, learning to be more tolerant of others, to motivate them to study. The project will involve local and national entities (teacher training centers, companies, scientific associations and universities) who will be invited to share their vision of problems and solutions. Training practices are an essential part of the project's vision, providing visible added value. Education and training and the promotion of digital skills are among the priorities of the Europe 2020 strategy. This project also addresses the need to promote lifelong learning opportunities for all, for employment, employment and entrepreneurship, and the creation of effective learning environments.