Thousands of pupils and teachers stayed at home and been forced to adapt to online teaching from scratch due to the ongoing COV19 requiring measures. The processes were different in every school and left to be designed by the teacher itself as the whole education system did not manage to adapt. Beyond instructional goals, teachers were also required to maintain social integration of pupils while significant disruption to the provision of classes in the specialized classrooms, excursions etc happened. This project aims to use Art to overcome barriers to online learning of science subjects, to aid better learning outcomes and engage in positive learning experiences. Different types of art and art expressions can be used to introduce pupils to new ways of online learning, achiving learning outcomes based on the curriculums and reduce the feeling of social isolation. In this context the main objectives of the project are: • To equip educators of primary education (teachers of science subjects) in formal settings with skills and knowledge to work in a diverse online classroom, in order to create a safe learning environment for pupils by using Art and Art visual forms to teach science. • To ease the transition experienced in learning setting change and start the process of building confidence and personal growth after a life-changing events as an online learning without friends and peers. • To influence policy makers in each partnership country to provide guidance and educational support for the effective online learning of N&S subjects. • To offer stakeholders in the educational community a place in the project and to use the platform for preparation of their learning sessions, exchange best practices. The participants involved in the project are teachers of science subjects and teachers related to the science subjects in Primary Schools and consequently their pupils. In addition to partnership organizations from the field of education and education related sciences, other primary schools, museums and galleries, science centers, universities and other stakeholders will be activly involved in the acitivites. The methodology adopted is reflected in the structure of the workplan: WP1: Project management principles WP2: Establishing contact with the target groups of teachers of N&S subjects and pupils, with associations of science teachers, identifying their learning needs, strengths and current challenges in COV19 reality. In parellel, project stakeholders are identified and formally invited to take an active role in the development of the project outputs by offering feedback and participating in project activities (focus groups) – Universities – Faculties of Educational Sciences. WP3: Creating the OTA learning methodology based on the educational value of art and visual art forms and OTA Learning TOOLKIT integrated into online learning and adaptable to class learning and self assisted learning with LTT activity. WP4: Creation of the OTA MOOC Platform and Pilot testing. WP5: A campaign for the sensitization of the wider teaching public, parents of the Primary school pupils and the relevant stakeholders in the 4 project-countries, including multiplier events in 4 countries and dissemination activities. The main project outcomes are foreseen to be: Reinforcement of schools and other stakeholders from the field of education with provision of the new methods and tools offered to teachers of N&S subjects who are teaching pupils online, including stakeholders such as science centres, universities and galleries and teachers of other subjects as the means to deliver learning in formal settings, thus offering significant benefits in relation to learning outcomes and smooth integration to the online learning of N&S subjects through the use of art. Raised public awareness and awarness of the policy makers (Ministries for Education). The outcome of the project will be creation of the high quality digital content through innovative online resources – OTA MOOC PLATFORM with the effective learning material of teaching the specific chosen topics of N&S subjects through involvement of Art and Visual Art forms, representing the example of good practice aiming to become the representative in the field of educational technologies gathering and offering free material to all interested public, especially to teachers of N&S subjects of primary education. The skills and competencies fostered of primary school teachers, through their involvement in OTA educational tasks and activities, will have a lasting effect in their personal and professional background, implementing their capability to produce lasting changes and sustainability to the project. This will be granted by the school institutions which participate in the OTA project (directly and indirectly involved) due to the fact that the OTA methodology and toolkit will be used within these institutions during upcoming years along with possible adjustment and adaptation.
Project aimed to have positive impact in several areas. Its main objective was to help primary/secondary school teachers in the challenging circumstances they faced by providing them with the materials and knowledge to teach science through various art forms in an online setting. Similarly, the project wished to foster positive learning experiences for pupils in similar situations, thus reducing feelings of social exclusion and increasing the potential for better learning outcomes. Project also aimed to encourage collaboration among at least four European countries and therefore explore good practices in different environments, and to develop learning materials closely integrated with school curricula and at the same time suitable for use in different school systems. The aim was also to influence policy makers in all partner countries to provide guidance and support for effective online science education. This was achieved by inviting representatives of relevant institutions, such as municipalities, to disseminating events for the stakeholders. The project aspired to have a positive impact on the self-image of both teachers and pupils by providing them with content that enriches and enhances the teaching and learning of science.
Project OTA - Online Teaching Advancement - Science through Art - was created as a direct answer of the far-reaching effects of the COVID-19 pandemic in 2020, which significantly affected various aspects of life, including education. As classrooms transitioned to homes overnight, teachers and pupils had to promptly adapt to a new way of remote teaching and learning. Teachers found themselves in an unenviable position, as they lacked adequate materials and had varying levels of digital literacy. Pupils were largely left to navigate their educational and social experiences on their own. According to feedback from teachers, pupils, and professionals, this situation had significant repercussions. The undesirable consequences were reflected in the learning outcomes and the psychophysical state of the learners. Recognizing these shortcomings, the OTA project committed to the development of innovative learning materials that will contribute to a positive learning experience for both pupils and teachers of science subjects in primary/secondary schools, specifically pupils aged 12 to 14. The central theme of the OTA project revolves around using different types of art forms in science to facilitate the teaching and learning process.