Developing and evaluating skills for creativity and innovation

The project Developing and Evaluating Skills for Creativity and Innovation (DESCI) promotes alternating training paths based on the Living Lab approach, adopting participatory design methodologies, connecting school, enterprise, research and territory.

The school has the potential to create a co-working space, an innovation laboratory for the local community, for which the students, also guided by company tutors and by researchers, can develop innovative products that will be socially, ecologically and economically sustainable.

Desci arises from the need to address the problem of the mismatch between education and professional integration, to strengthen the links  between educational systems and the world of work, relating training programmes to the cultural, social and economic development of the territory.

A key issue is the teaching of innovation in its various facets and its vital connection, emphasised in many studies, to ethical, sociological and environmental aspects.

DESCI is funded under the programme Erasmus+, Key Action K2, by the National Agency INDIRE. The leader of the project is CNR-IRPPS, its partners are  institutions belonging to the world of eesearch and wducation from Italy, Greece and Spain.

”The 3rd Open Campus DESCI “Knowledge, Attitudes and Skills to Link Education to Workplaces” organised on 18 & 19 May at the National Kapodistrian University of Athens (with re-presenter professor Mrs Smyrnaiou Z.) in collaboration with  Hellenic Association of Science Journalists, Communicators and Writers is based in Athens  and 1st Experimental Middle School of Athens.

Main topics of the programme: Skills (Innovative, Multilevel), Innovative Teaching Practices for Linking Education and Workplaces, Skills Development in Practice Communities in the Educational and Work Environment, Informal Education, Work-Based Learning, Business Learning, field-centered learning, Assessment of attitudes, knowledge, skills.

 

Training Courses KA1 for Professional Development

Participants: Mr Alejandro Luana Cabal; Mr Antonio Albiol; Mr Bojan Radistic; Mr Kristian Dokic; Mrs Ana De Blas Gonzalez; Mrs Eirini Arnaouti; Mrs Esther Rodriguez and Mrs Panagiota Argyri in a training session for professional development via Erasmus+ Key Action 1 (KA1 is a mix of decentralised projects run by National Agencies and centralised activities managed by the European Commission’s Executive Agency).
The topic of the training session is “Game-Based Learning Course about Theory and Practice of Serious Games & Gamification”.

In this VIDEO participants share their experience for their professional development

Triseum Variant Limits Game for learning mathematics

Games and gamification is one of the important developments in educational technology for European schools.

Game-based learning (GBL) has become an effective training and learning method that both students and teachers enjoy being part of these days. GBL has been developed to help students around the world acquire the knowledge and skills they need to live an educated life with a wide ranges of benefits (Clark, M.)

In the Zones of Game Variant Limits based on Bloom’s Taxonomy of Educational Objectives By Bloom’s Taxonomy, teachers can access a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. Organising measurable student outcomes in this way will allow us to select appropriate classroom assessment techniques for the course.

Visual graphs provide clues that words and equations don’t. For example, it might take middle school or high school students several minutes to read, digest, interpret and map a word problem. By using graphical representations, one can quickly draw conclusions. Graphs show trends, gaps and clusters, and compare multiple data sets at once, often accommodating large sets of data. They make it easy for scientists and students alike to form hypotheses and draw conclusions.

Finally, Variant Limits could be used for Flipped Classroom Teaching. Students work and play games as their homework, and in the classroom school teachers could evaluate their knowledge levels by using worksheets. It is a combination of direct teaching and constructive learning, in which the teacher is not the “wise on the stage”, or the “sage on the stage”, but the “guide on the side”. Students who are absent due to illness or extracurricular activities, such as sports, are not left behind. All pupils are actively involved in the learning process through personalised training.

  • Students manipulate objects within a 3Dworld using calculus principles and theories.
  • Players are immersed in an environment that includes an engaging narrative, hidden backstory, and a high-stakes adventure.
  • Intuitive feedback and game interaction allow players to play and explore at their own pace.
  • Intelligent game analytics allow instructors to monitor student activity and provide insight into student progress

A tool to increase interaction and personalised contact time between students and teachers. An environment where students are responsible for their own learning.

Download the software Variant Limits of Triseum https://triseum.com/variant-limits/

CALCULUS TOPICS COVERED IN VARIANT: LIMITS
Variant: Limits promotes conceptual understanding through direct interaction and immediate feedback in the game environment.
»» Finite Limits: Introduction to limits, one-sided limits, and limits of combined functions.
»» Continuity: Limit definition of continuity at a point,continuity of combined functions, and the intermediatevalue theorem.
»» Infinite Limits: Horizontal and vertical asymptotes.

 

Citizen science students about earthquakes in STEM education

STEM Discovery Week is coming but the STEM club Evangeliki Model High of Smyrna managed by Argyri Panagiota has participated in innovative activities for studying earthquakes from February.

Students must be exposed to real problems in order to learn how to develop, evaluate and choose solutions. Seismology can be safely considered as a field of science that offers this particular real-world environment that will motivate and improve student’s problem solving skills, both individual and collaborative

Teachers must also be prepared to look at the real world, especially the world of the students, in order to attract the emotional field to problem solving (willingness and persistence), but also to the cognitive field, helping to transfer skills to different environments.

Students develop STEM skills and take role of researcher, engineer, ICT programmer  participate to the competition  Make your own seismographer under the framework Open Schools for Open Socities EU Project, The competition organised by Ellinogermaniki Agogi and the Geodynamic Institute of the National Observatory of Athens.

Students participated in a Greek Student Parliament 2018 that includes real parliamentary procedures while acting as researchers on scientific issues with the help of distinguished specialists and scholars. It aims at enhancing dialogue and exchange of views and knowledge among students and scientists by involving children in parliamentary processes on issues that cover diverse areas of science and research and everyday life.

The theme area of ​​the Greek Student Parliament for this year is:
“Earthquakes: Exploring today’s achievements, future challenges and expectations in terms of education, response and prevention.” And it includes three sub-sections
A) Education, B) Tackle C)Prevention

Creativity in Earthquakes

Seismographer created by students

 

Erasmus+ Training Courses for professional development to STEM teachers

Professional development for STEM teachers is a continuous, lifelong process. Ongoing professional development keeps teachers up-to-date on new research on how students learn, emerging technology tools for the classroom, new curriculum resources, and more. The best professional development is ongoing, experiential, collaborative, and connected to and derived from working with students and understanding their culture.

Erasmus+ offer opportunities for professional development activities to staff working at all levels of education. The aim of Erasmus+ is to contribute to the Europe 2020 strategy for growth, jobs, social equity and inclusion, as well as to the aims of ET2020, the EU’s strategic framework for education and training.

With Erasmus+, training opportunities are available to staff working in education, both in teaching and non-teaching capacities. Erasmus+ supports training both at education institutions and at relevant organizations operating outside the sector. Catalogue of courses contains professional development courses designed for school teachers and staff.

Mrs Argyri Panagiota (Mathematician, M.Sc, M.Ed, Phd candidate) and Mrs Arnaouti Eirini (English Teacher, M.Sc, Phd) of Evangeliki Model High School of Smyrna will be participate in Erasmus+ KA1 training course  titled ‘Game-based learning course about theory and practice of Serious games & Gamification’ from 21/04  to 25 /04  in Helsinki (Finland) and 26 /04 to 28/04 in Tallinn (Estonia).

This training course is included under Erasmus+ KA1 strategy plan of Evangeliki Model High School of Smyrna for ‘European innovation as a subject of training of Greek educational staff’.

The main topics of training course are

  • Game-based learning and gamification in schools
  • Best practice approaches to game-based tools and methods in school education
  • Suitable start-up games for classroom.
  • Serious Games production by game industry in Helsinki metropolitan area
  • Game-based learning and gamification in Estonian schools – how and why?
  • Added value of Serious Games in teaching, studying and learning processes
  • Responsible and safe use of game-based learning & gamification
  • Mobile devices and tools in game-based learning

The community for schools in Europe, eTwinning, promotes and cultivates the cooperation of students and teachers to European schools with multiple educational and social benefits. The community in eTwinning  portal provides educational material for STEM lessons, examples of good practices by teachers applying innovative teaching methods. You could join in our group eTwinning community for more information (video, photographs, and presentations).