THE ARTICULAN-TEAM SET UP A FRAMEWORK FOR ARTISTIC PROJECTS TO OFFER CHILDREN IN CLIL AND REFUGEE CLASSES THE OPPORTUNITY TO CREATE ART.The project fostered various innovative practices thanks to cross-fertilization of the participating organizations - PXL University of Applied Sciences and Arts Hasselt (Belgium), Porto University (Portugal), University of Las Palmas de Gran Canaria (Spain) and Istanbul Cerraphaşa University (Turkey) – all four very complementary in expertise. Each partner analyzed the merits of education through the arts combining different domains of arts education and focusing on divergent processes & appropiate challenges for children in multilingual classrooms. Responsive teaching was crucial for qualitative interactions and collaboration in small teams. To create a warm emotional climate and safe environment where children are given time and space to explore, experiment, support each other and connect in small groups. The project evaluated to what extent local evidence-based practices can be transferred to other European contexts. Focus on social cohesion, inclusion and multicultural understanding stimulated positive perceptions, fostered the ability to value different opinions and created strong drivers for active involvement, personal growth and shared identity. First of all we learned that multisensorial activities and modelling in teamteaching helps children to understand the goal of the workshop and the importance of different interpretations to feed the creative process. Focus on interdisciplinarity helps teachers to explain an activity for a creative process in a multilingual classroom. Combining different domains of arts education gives children the impulses they need to explore, to experiment and to experience a creative flow. It also helps children to interact in a meaningful way, because they give meaning to their creation in group, when they exchange ideas for a common goal. A warm emotional climate and focus on bonding help children to cross the speech barrier. We also learned that asking open questions out of curiosity helps children and adults to broaden their view and respect ideas, values and beliefs that are less familiar to them. We learned that teachers need to believe in the potential and the talents of each child and give impulses on personal growth. Teachers also need to model how children could listen with empathy, validate ideas and act with respect. This helps children to explore new horizons. Participants in our multiplier events and train-the-trainer sessions confirmed that this approach strengthens the open attitude of the children as they participate in a joint approach in a multimodal creative process. They started to download our eResources shortly after the multiplier event. Primary school teachers focused more on interactive learning and responsive teaching to support the creative process. Artists of cultural organisations and arts academies paid more attention to communication and interaction for language acquisition in multilingual groups. They all valued the output of the ArtiCULan-project. It strengthens their key competences and fosters the basic learning skills as a whole. National policy-makers and educational decision makers were invited to the focus groups and multiplier events. In one country policy makers and pedagogic advisors will focus more on arts education in refugee class and for lesson of foreign language education in the curricula of primary and secondary education. This has a positive impact on primary school teachers who are more motivated to professionalize their teaching inspired by the value of education through the arts. All output is accessible online on https://www.articulan.eu/.

"The FUTE project is a collaboration project with partners from Denmark, UK, Finland, Belgium and France, which runs from September 2017 to August 2020. The overall aim of the project is to contribute to a modernization of the European school through the use of design processes and methods, and hereby tackle challenges such as lack of preparation time for teachers which can translate into unmotivated students, who get tired of schooling, and risk to drop out before having reached qualifying youth education.The FUTE project has produced the following concrete material1) The FUTE Needs analysis 2) The FUTE Design Process model2) The FUTE method cards3) The FUTE training material4) The FUTE didactive learning platform5) The Good Practice and Recommendations reportAfter having carried through the needs analysis, the 6C model has as planned been adapted into a process map with 5 categories; 1) Process, 2) Analyse, 3) Ideate, 4) Research and 5) Create. The model is cyclic in nature, meaning that one can go through it multiple times to find the best way to work with the design challenge at hand. It is not a linear process, which means you can shift back and forward between steps as needed. The model is founded on two axes of knowledge; 1) going from producing knowledge about what is to producing knowledge about what could be and 2) going from producing knowledge through thinking to producing knowledge through experience. Instead of app. 100 method cards in the original set of method cards, that was based on the 6C model, the new set of FUTE method cards now contains 42 method cards, all of them specifically focusing on education, teaching and school related situations. There are 18 cards that can be used to facilitate the design process and e.g. establish the team rules, the success criteria and the way to communicate. These cards are designed to be used throughout the entire process. Six methods concentrate on collaboration and the dynamics within the team; six methods are about framing a challenge and evaluating the information and ideas, and six methods focus on communication and visual tracking within the team and on presenting to people outside the team. There are twelve method cards related to understanding “what is”. These methods focus on gathering and visually analysing information and inspiration in order to create learning and insights. Last but not least, twelve method cards can be used to help creating ideas about “what could be”. These cards can be used after you have completed the research, analysed the informa¬tion and decided what you want to focus on, because then you have a base from which you can ideate and create.This Teacher Training Module is designed to help school managers and teachers use the FUTE cards and the FUTE Design Process Method within the school, in collaboration with colleagues and pupils, and concretely within the teaching situation. The Teacher Training Module contains background information on design thinking, shows the potential of design thinking in an educational setting and provides several exercises to get acquainted with the method. Design thinking can be used in different educational settings: teachers can use this method to solve challenges in their organisation (teacher design teams), while teachers can also use design thinking as a teaching method that fosters creative and active learning (pupil design teams).After having developed all the FUTE material, all partners worked together with local schools and teachers, providing training and facilitated the implementation of local pilot projects, where the FUTE material was used in local schools and in concrete teaching and / or innovation situations. There are 4 areas where it has proven to be especially useful;a) the planning and development of learning and teaching processes, b) the creation of collaborative processes to discuss complex dilemmas in the school in general, c) reaching consensus between different groups in order to find concrete solutions to concrete challenges within the school environment or d) animating or facilitating concrete teaching processes with the pupils (best suited for pupils in lower and higher secondary education, or students in higher education)All the experiences and good practices that were gathered from the testing phase have been presented in the good experiences and recommendations report, where promoting factors as well as barriers for the implementation and application of the FUTE material. The report also contains a list of the top recommendations.The FUTE material has been evaluated by project partners and external pilot stakeholders to be innovative, easy to use and ""handy"", and the FUTE dadactive learning platform, that is accessible on www.fute-project.be, presents all the material both as printable material and an online version, which can be used directly from the platform."

Context/backgroundResearch evidence indicates how there is an urgent need for educators across the world to better understand the transformative potential of mobile technologies in learning and how to design mobile learning pedagogies that are innovative and make a discernable difference to the learning experiences for young people. The Designing and Evaluating Innovative Mobile Pedagogies project (DEIMP) has achieved this ambition through the identification of evidence-based principles, an innovative mobile app, an online course, a series of multimedia case studies, and a selection of high quality academic and professional publications that demonstrate how, when used appropriately, mobile technologies can make a significant difference. Objectives of the project: The aim of the project was to demonstrate how the professional profile of educators across this spectrum can be strengthened to ensure that learning is responsive to the benefits and opportunities afforded by mobile technologies. To achieve this aim the project adopted the following objectives:1. to enhance participants’ understanding of how mobile technologies can promote transformative and inclusive pedagogies 2. to increase participants’ abilities to design and evaluate innovative and inclusive mobile pedagogies 3. to link teacher educators and teachers together to develop and research mobile pedagogies4. to promote a transnational network to validate and disseminate national examples of innovative pedagogies beyond the life of the project5. to support decision and policy-makers in adopting, promoting, and investing in more innovative mobile pedagogical approaches number and type/profile of participantParticipantsThe project included five university partners involved in teacher education, a consultant with experience in CPD and a commercial partner in Cyprus with expertise in digital technologies and app design. Each partner identified at least five academics within their institution to work on the project. In addition each partner university identified up to 5 partner schools to work with on the project and to test the project outcomes as they developed. This group of schools established itself as a network for innovation in m-learning.Description of undertaken activities;In order to achieve the objectives above the project adopted a Design Based Research methodology (DBR) to iterate over the creation of a mobile app (objectives 1 & 2) and an online course/MOOC for teachers and teacher educators (Objectives 1, 2, 3 and 4), It used the findings from an extensive Scoping Study based on a systematic literature review of the research on mobile learning to underpin the design of an innovative app and online course and created a series of multimedia case studies with teachers involved to illustrate the use of these resources in practice. It also created a network of 24 schools across Europe and Australia to link teachers and teacher educators and to help them explore together the use of mobile technologies as tools for innovation and change. Results and impact attainedThe results of the activities above include a number of tangible deliverables (listed below) and a number of significant impacts (listed below)The tangible results from this project include:* a Scoping Study Report (IO1) that syntheses the evidence base for innovative mobile learning from around the world and identifies examples of innovative and transformative practice along with a set of 21 design principles for innovative mobile learning (m-learning)* an innovative mobile app(IO2) combined with an online course/MOOC for educators that enables them to design, test and evaluate their own innovative m-learning pedagogies* a collection of multimedia case studies - available on the project website - that illustrates how teachers and teacher educators used the app and MOOC in their daily practices and the lessons gained from this* a collection of high quality, peer-reviewed academic articles and. other publications that chart the progress of the project and demonstrate some of its impacts.ImpactData collected during and at the end of the project indicates significant impacts at different levels. *All five of the partner institutions have established themselves as centers of excellence for innovative m-learning and staff in these institutions have increased their understanding and capability in using and promoting mobile technologies in learning. * the research papers and dissemination activities have established demonstrable evidence to support more innovative uses of mobile technologies and have had a major impact on academics and professional alike* at least 1400 teachers, teacher educators, and other professionals have participated in activities associated with the projectThe project has left a legacy of resources (see website) and a network of partner schools that are better equipped to use mobile tec hnologies in innovative ways.

<< Objectives >>This proposal focuses on 5 objectives to achieve digital readiness and STEAM competences1) Exchange of experiences between secondary school educators in STEM and music2) Introducing at least 2 new learning and teaching methods in STEAM for at least 50 students. 3) Training at least 4 educators firsthand in the STrOOM framework 4) Giving at least 50 students the opportunity to work together on STEAM course in an intercultural setting5) Communicate the STrOOM Framework to 200 teachers<< Implementation >>This project will entail several transnational meetings, online as well as offline to train educators in the STrOOM framework which was developed by PXL-Music Research. This framework enables educators to reach Music and STEM competences with their students. Students from Belgium and Italy will be able to work on these competences in a intercultural setting. The findings from this project and from previous research will be communicated broadly to teachers through conferences and a website.<< Results >>When this project is concluded we will have trained 4 educators in the STrOOM framework and as such improved their digital skills and educational methods. At least 50 students will have worked together in an intercultural class in which they have reached new MUSIC and STEM competences. This project will help researchers from PXL-Music research to finetune the STrOOM framework for intercultural exchange. At least 200 teachers will be inspired by this new method to reach MUSIC and STEM goals

Tablio was a 30-month Erasmus+ KA2-project which aimed for realizing educational innovation by integrating tablets for classroom differentiation and inclusion. The Tablio-project developed a design toolkit, demonstrator examples and design templates for 'Inclusive Education' by means of tablets. Inclusive education is about how to develop and design schools, classrooms, programs and teaching & learning activities so that all students learn and participate together (www.inclusionbc.org). Differentiation is a key strategy for the achievement of inclusive education. 24 good practices were described by interviewing teachers in European schools. 12 new pedagogical arrangements were developed throughout the project by the application of teacher design teams and the ADDIE-instructional design method. All practices were validated by peer reviews in which we analysed the practices through the perspective of the theoretical framework of the design toolkit. This toolkit and framework was developed by performing desk-research, focus groups, workshops and collaborative writing activities. The outputs are collected on the website http://tablio.eu. The English and Dutch outputs were also bundled in an e-book with ISBN-number. All outputs are available under a creative commons license on the project website and on the Erasmus+ Project Results Platform. The outputs are multilingual. Besides English, outputs are available in Dutch, Slovenian, Turkish and Italian.7 partners in 6 countries participated in the Tablio-project: PXL University of Applied Sciences and Arts (Belgium - lead partner), Institut za Napredno Upravljanje Komunikacij, (Slovenia), Istanbul University (Turkey), iXperium Centre of Expertise Teaching and Learning with ICT (Netherlands), TELLConsult (Netherlands), North-West Regional College (Northern-Ireland) and CESIE (Italy). These organisations were a mix of expertise centers linked to teacher education, expertise centers specialised in design thinking, differentiation or inclusion and expertise centers in ICT-integration in education. 20 multiplier events were organized with an explicit focus on transferring the innovative approaches to the classrooms of the participants. Hence, several new approaches resulted from the multiplier events. Also other dissemination activities were carried out by presenting the outputs on European conferences and by the publication of articles. Communication was done in newsletter and on several social media. The project ended with a communication campaign in which we did daily Tablio-updates on social media in the month of May 2019 sharing the good practices developed during the 30 months. We impacted the project staff with a higher expertise level in educational innovation with tablets and differentiation and inclusion. We realised innovations in the schools that participated in the teacher design teams and the multiplier events, in favour of the pupils that benefit from a more inclusive education. Through active participation at more than 30 conferences, through newsletters and social media communication we impacted a wide community of European teachers and other educational stakeholders.