The aim of the project was to embed and mainstream the innovation of work based delivery models, piloted as part of the Leonardo MOVE IT (2012-1-GB2-LEO05-08040) project, whilst continuing to advance and understand more about pedagogical approaches in the workplace. The project accounted for the economic and political need to provide increased VET workplace opportunities for young people, across all partner countries, by creating a blended learning methodology that incorporated highly effective learning content with efficient methods of delivery. Project objectives:• Develop a flexible blended learning pathway based on learner outcomes for a full qualification / WBL period using the approach and further development of the template produced in the MOVE IT project• Improve the enrolment and induction process to support learners in the early stages of their workplace learning• Select 3 of the learning technologies identified in the MOVE IT project and train trainers in their application to develop quality assured, interactive online learning packages as identified in the learning pathway• Conduct a study on the use of social networking in peer/collaborative learning to improve the pedagogical application and pilot this with learners• Test and adapt the WBL methodology and interactive learning packages and from this produce recommendations to inform other training providers, policy makers and stakeholdersThe project co-ordinator was Myerscough College, a land based and sports college in the Northwest of England delivering work based learning to apprentices throughout England. There were three consortium partners; IPC Groene Ruimte (NL), a training and consulting centre in the area of environmental management, nature conservation, landscape management, forestry, tree care, environmental technology and industrial safety in the Netherlands; The Vocational College of Central Orbothnia (Kpedu, FI), a nationally recognised training provider in Agriculture and Forestry education, providing education for both youth and adults and The Centre of Supercomputing in Galicia ( CESGA, ES), who promote a work environment in the area of high performance computing, communications, and advanced services in the Information and Knowledge Society. A fundamental core aim of the project centred around two distinct aspects which was a blended approach to the delivery of vocational qualifications using an array of different approaches from face-to-face to the use of technology and on-line platforms, to the intrinsic design of a Virtual Learning environment (VLE) - the latter being a key focus of the project. The project had some real gains in terms of not just focussing on the content of the VLE but more so how it was structured and linked to other systems and processes to make it truly a blended approach. Many of the materials developed enabled the learners to be self-directed and select areas of study relating to the seasonality of their working environment, to be self-paced and study a more interactive development of the content. Achievements of the project were:Use of H5P as the software of choice. Reason: Easy to use and intuitive and didn't require high level e-learning developing skills and as such tutors can be trained to use the software. H5P has over 40 plugins ranging from course preparation, interactive videos to Flashcards which can be effectively embedded into various VLE’s. Impact: during the evaluation phase there was strong evidence from learners in terms of knowledge transfer before and after using the interactive video.Design and structure of the VLE.Reason: Easy navigation and set out sequentially so that learners can use effectively and engage with the learning process. In most cases the structure followed the specification in terms of requiring learning outcomes to ensure every aspect was covered. Impact: sites were designed to have a clear introduction showcasing the purpose of each section. Interactive packages either contained a check on learning or led to a quiz at the end so there was real intent and purpose to the structure. Hardware – Use of Microphones that connect to mobile technology. Reason: The quality of video captured is exceptional and improves all the time with advances of technology, however the sound quality can sometimes be a concern, especially in noisy outdoor environments. Impact: A range of Rode microphones were tested. The impact on the partners was a more efficient delivery of Work Based Learning. Efficiencies arose from reduction in face to face training. Throughout the process the partners developed more dynamic and ready to integrate new technology methods and practices to inspire learners.At the end of the project an innovative blended Work Based Delivery model will be embedded in partner organisations (NL, FI, UK) using a student-centred pedagogical approach with assessment based on learning outcomes.

Understanding and taking care of our environment is a topic that appears across the curriculum in European schools. It is a close-to-the-heart subject, which attracts students’ attention and leads to rich, enjoyable educational activities while building positive attitudes as citizens of the future. It is also a topic that can provide deep intellectual stimulation and satisfaction through drawing upon a wealth of data to analyse and discuss at a scientific level. Children from the earliest age can be fascinated by observing small changes that occur in living organisms throughout the seasons. This is the science of phenology, the study of periodic plant and animal life cycle events, and how these are influenced by seasonal and inter-annual variations in climate. Although not always named as such, phenology is highly pertinent to curricular subjects such as science, mathematics and geography in both primary and secondary education. Collection of phenological information is a long-established Citizen Science activity across Europe, with national and international associations gathering individual data sets provided by thousands of people each year. However, it is still a science that for the most part continues to use pen and paper to collect data. Our project, PhenoloGIT, has designed, built and tested a collaboratively created educational environmental information platform, supported by state-of-the-art mobile technology and Geographical Information Technologies (GIT), to be used by teachers and students in primary and secondary schools. The platform allows them not only to make scientific observations in their local environment and gather new data in an intuitive and engaging way, but also to acquire complex knowledge by sharing new information using open-source tailored educational tools to analyse and reflect on graphical, spatial and mathematical data sets. These tools and resources have been released as open source/free license resources, to promote their use and evolution in the years following the project and so offer great potential benefits in the longer term for schools across Europe. Using everyday mobile devices (phones and tablets with GPS), accessible and open source tools, together with attractive learning materials and study guides linked to STEM curricula, European students and teachers piloted the tools and created an educational network where reflection on data from local environments has led to a range of engaging learning experiences. Teachers and students were given free tools in the form of a mobile App and Map Server running several layers of GIT information. Guidance in the use of these tools was provided, not only to learn and share information about environmental facts, but also to create materials and reflect on knowledge gained. The project was designed and implemented by academics, teachers and technologists to ensure that any teacher with basic ICT skills could be part of the Virtual Learning Environment or ICT platform for schools. The PhenoloGIT project had three main phases. Firstly, four primary and secondary schools from each of the four partner countries were recruited as participants in the project. The schools’ needs and possibilities in terms of phenology, mobile technology and GIT were analysed. Additionally, best educational practices in learning-teaching, tools and strategies were identified. In the second stage these tools were tested in real situations in the participant schools, and training given to a group of pilot teachers. During this stage the teachers provided feedback on the development of the technical solutions, devised learning activities using the PhenoloGIT tools and collected phenological data with their students. The final stage of the project was devoted to the design and implementation of a social learning network of GIT based school projects, not limited to phenology, but including other subjects identified by teachers in the first phase. The main beneficiaries of the project’s products are primary and secondary school educational communities. The project is expected to have a fundamental and lasting impact on science teaching across Europe, increasing relevance and motivation in science classrooms through the use of new technology, with major potential for enhancing student understanding, reflection and collaboration. The project has also influenced students’ (and teachers’) attitudes to and awareness of major issues such as global climate change, nature observation and knowledge and respect for the environment. The GIT Open School Learning Network is a major result of the project, providing a lasting resource for learning how to apply innovative GIT and mobile technologies in an exciting and accessible way for European schools. It will be hosted on a server at Galicia Supercomputing Centre, a respected resource centres for researchers in computational sciences in Spain for five years following the conclusion of the project.

<< Objectives >>This project result will undoubtedly lead to a better understanding of how to teach and to learn the different topics related to IoT. In addition, it will be possible to take advantage of the experience of various partners to improve the development strategy of new materials on IoT-related topics. Moreover, indirectly, these results will certainly provide an interesting opportunity to attract students or other stakeholders to discover and learn these emergent topics<< Implementation >>All activities in the project will be focused to achieve the final goal, so all planed packages will be finished. We will make guidelines for IoT Fablab development, then we will develop learning materials, make CPD courses for teachers, and at the end we will create a final toolkit.<< Results >>Besides the conveying of knowledge to partner teachers, FabLab operators and students, will get an open access EduFabLab toolkit which will include validated learning materials, pedagogical guidelines and tools aimed mainly for European schools, but also for other stakeholders (Schools, FabLabs, etc.) to use the results for further training purposes.

Context and background for the projectThis project addresses the needs to develop and take on new approaches to teaching and learning and to use new technologies to support and facilitate this. In particular, the project deals with wellknown issues related to science teaching and learning and furthermore with teaching towards the 21st-century skills in schools. The science subjects pose problems or obstacles for a large number of students in European schools. School science subjects are considered “hard” and require high levels of abstraction. As a result, there has been a decline in young Europeans’ interest in the science subjects both during their education and as career opportunities. Inquiry-oriented approaches are recommended to make the learning of science more like the practice of science. This project addresses the above concerns by contributing to developing and implementing innovative science education in order to enhance the quality of science teaching/learning and student attitudes and motivation. The basic rationale of this project is that science education can be strengthened through the use of Argumented Reality (AR) (Shirazi & Behzadan 2013), because AR makes possible active, collaborative learning as well as interaction with and visualization of central science knowledge. Furthermore, it is believed that the technology has matured sufficiently to introduce it into school contexts and involve teachers in designing and producing AR-materials.The objectives of AR-Sci is to:A) Contribute to developing and implementing innovative science education in order to enhance the quality of science teaching and learningB) Strengthen students' motivation for and attitude towards science educationC) Develop a student-centered approach to science education, facilitating inquiry-based teaching, collaboration and active learning.D) Strengthen technology-enhanced teaching and learning in ways that make sense to students and teachersThe project aims to produce materials to facilitate student learning and engagement and also build models for how teachers can use the technology and involve their studentsAR-sci has the overall objective of furthering innovative teaching and learning with augmented reality-technologies. AR-sci aims at describing a supplementary, new and innovative approach through a design guideline for science teachers and others interested in the field. Number and profile of participating organisationsThe consortium consists of 6 partners from higher education, IT and education, and the school sector respectively.VIA University College is Denmark’s largest provider of teacher education with close ties to university research environments nationally and internationally. Oslo and Akershus University College of Applied Sciences, Hioa, is the largest state university college in Norway. Hioa has renowned competences in digital literacy and ICT-suported learning.Jisc, Manchester University, UK, is a not-for-profit organisation for digital services and solutions for the UK higher, further education and skills sector.Galicia Supercomputing Centre (CESGA), Spain, is a public non-profit technological centre, offering advanced IT-services to the scientific community in Galicia.Skolen I Midten (SIM), lower secondary school, Denmark.CPI O Cruce, K-12 school, Spain.The main activities in the project are:1.Developing and testing an innovative approach to science teaching2.Designing and producing a series of AR-based teaching materials3.Testing and evaluating the materials and teaching approach together with teachers and students in schools (in a series of pilots)4.Sharing ideas, models, experiences, materials etc. with teachers, lecturers and researchers in webinars, workshops, conference presentations, and scientific articles5.Describing and sharing the pedagogical model, the teaching and learning materials, a guide for science teachers in a free online resourceResults and impact attainedAR-sci has developed a student-centered approach facilitating an inquiry-oriented teaching, collaboration and active learning, and a visualization of the often hidden processes that are central to understanding science. Based on evaluation of the pilots in schools we found that students considered the use of AR activities to be motivating, to give clarification on complex concepts, and to bring further attention to STEM topics. In terms of developing a studenter centred teaching approach, 76 % of the students stated that they had learnt from their fellows, and 60 % stated that they had noticed a different role from their teacher. At the end of the 3rd round of pilots, 75 % of the students involved stated that their interest in STEM subjects had increased.Through collaboration with schools, teachers, students, teacher educators, researchers and developers of educational technology, the project has communicated its results and raised awareness of the potential of AR in education.