ITM Portfolio by ITM Erasmus

INNOVATIVE TEACHING METHODS VIRTUAL MEETING

THODS E M G N I TEA CH E V I T INNOVA

E a a Fleischer Fleischer E Coordinator

Erasmus+ Project Innovative Teaching Methods: Game based Learning and gamification in education Participating countries: Austria: Business academy.donaustadt. Vienna, the coordinator Italy: Istituto D'Istruzione Superiore L. DA VINCI, Lanusei, Sardinia Portugal: Fundação de Ensino Profissional da Praia da Vitória, Terceira Spain: IES Bezmiliana, Rincón de la Victoria;

The reason for our Erasmus+ project Innovative Teaching Methods (ITM) is that we want to be part of the process creating the conditions for empowering our students to face present and future opportunities and challenges both in their personal and prospective working lives. By applying new methods of teaching we can enhance ceativity and motivation in our students. Moreover we want to foster social integration by meeting peers from other countries. In the afternoons there will be cultural events and sightseeing to get to know the tradition and insight of an other country.

We target four key competences for lifelong learning: *Digital competence *Communication in foreign languages *Cultural awareness and expression *Basic competence in science and technology.

THODS E M G N I TEA CH E V I T INNOVA

E a a Fleischer Fleischer E Coordinator

Programming and robotic technologies are especially beneficial in the innovative teaching process. They are used as a vehicle to transfer knowledge and thereby facilitate the development of logical thinking. Simulation games have great potential to improve science learning in our classrooms. They can individualize learning to match the pace, interests, and capabilities of each particular student and contextualize learning in engaging (virtual) environments. Our meetings (LTTAs) focus on: ·Programming with Scratch (ISTITUTO D'ISTRUZIONE SUPERIORE L. DA VINCI, Lanusei, Sardinia IT) ·Game based learning (Business academy.donaustadt. Vienna, AT) ·Robotics (Fundação de Ensino Profissional da Praia da Vitória, Terceira, PT) ·Virtual reality (IES BEZMILIANA, Rincón de la Victoria;SP We involve a vast number of students aged 16 to 22 of the four participating schools in Austra, Italy,Portugal and Spain. Most students will be part of the project at their own schools, but some students from each school will also be given the possibility of taking part in a learning teaching and training activity at one of the participating schools for an "INNOVATIVE week". Activities and methodology will include programming robots, taking part in simulation games, strategic problem-solving, interviews, questionnaires, discussion panels, learning cafes and presenting pitches as well as making videos and programming magazine. During the project period we will organize four "short- term exchanges of groups of pupils" for the students of the four participating schools and four short-time joint staff training events for teachers, each dealing with a specific topic relevant for the project e.g .introduction to programming tools in education: BBC micro:bits, programming with Scratch,Virtual Reality in the classroom and business simulation games. The joint staff training events for teachers are aimed at exchanges of best practices among teachers focusing on how to improve teaching with new technology e.g. programming, Scratch, Robotics, Business simulation games online and offline.

G N I H C A E T E S V I T A V O N N I METHOD

LTTA: Minutes 9.2. 2021 Time: 15.30- 17.00 Represented: Teachers from Austria, Italy, Portugal, Spain 1.Discussion about LOGOS. 2.Explanation of Spain’s task with VIRTUAL REALITY. Partner countries will do the exercise until next meeting. 3.Introduction and use of Jitsi Meet We tested this Communication Tool for further usage and evaluated it. 4.Introduction of WONDERMEET: All participating teachers tried and tested it. We agreed to use it for the 1st students’ meeting on March 2nd 2021 at 16.30. Students from all partner countries take part. 5.Every country prepares 5 questions/tasks: 2 “getting to know “questions 3 questions about the country Questions should be sent to Peter until 23rd February 2021 by teachers from every country. Questions will be pooled and played with wondermeet.

G N I H C A E T E S V I T A V O N N I METHOD PROPORSed logos

G N I H C A E T E S V I T A V O N N I METHOD

G N I H C A E T E S V I T A V O N N I METHOD ON LINE MEETING

G N I H C A E T E S V I T A V O N N I METHOD

Virtual REALITY

Augmented Reality Augmented reality is the mixture of virtual reality with real life, using layers of computer generation to enable us an enhanced interaction with reality. This is usually done through apps (such as Pokemon GO), but can also be used for sporting events, driving, and much more. Virtual reality, on the other hand, is a completely artificial, computer-generated simulation of a real-life experience. This typically required the use of a virtual reality headset, such as Oculus Rift or HTC Vive, in order to Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. Unlike virtual reality, which creates a totally artificial environment, augmented reality uses the existing environment and overlays new information on top of it . Augmented reality application is written in special programming language that allow the developer to integrated animation as well as digital information in the computer program

Augmented reality applications can complement a standard curriculum. Text, graphics, video and audio can be superimposed into a student’s real time environment. Textbooks, flashcards and other educational reading material, when scanned by an AR device, produce supplementary information to the student rendered in a multimedia format. Students can participate interactively with computer generated simulations of historical events, exploring and learning details of each significant area of the event site

APPS

Immersive coloring activities that stimulate your creativity and imagination

This app is a content creation app for students. With CoSpaces, students can build their own 3D objects and animate them with code. Students can explore any creations with the VR and AR view modes.

Google Translate has some AR features as well. Download the app and use it to translate words on objects. All you need to do is point the device towards an object that displays a word and you’ll get a realtime translation.

Augmented Reality—Devices

Augmented reality: Mobile devices Although arguably on the low end of augmented reality experiences, mobile devices currently cover the largest market segment for augmented reality. Mobile is the entry point for many augmented reality users, but it offers arguably the lowest-end experience. The form factor of mobile can make for an awkward user experience. A user is required to constantly hold a device and capture the image of the physical world, onto which the digital augmentation is overlaid. Plus, the form factors of current mobile devices provide only a small window (the size of the screen) into the combined real and digital world, far smaller than a user’s full field of view.

Augmented reality headsets A headset can provide a much more immersive user experience for augmented reality applications. Some examples include the Microsoft HoloLens, the Meta 2, and the Magic Leap. This brings us to the first hiccup regarding augmented reality headsets — and speaks to just how far behind augmented reality headsets are in their development cycle compared to VR headsets as of this writing. At a high level, many augmented reality headsets appear to be taking the form of large headbands or helmets with a translucent visor attached to the front. The headset projects images onto the surface of the goggles to overlay reality with digital content. The Magic Leap One takes a slightly different approach; the form factor of a pair of goggles and light fields to display content to its users.

Quiver Vision

Access website quivervision.com, then press the Coloring Packs button.

Select your app and choose from our range of packs. Packs with the "Free" banner are free to download and use with the corresponding app .

Download Coloring page selected. Print and color.

Quiver Vision Install the Quiver application on your mobile. It´s available for Android and iOS.

From the app you can also access the packs and print the sheets you want.

Then you just have to color them and play!

Let´s go: Learning about volcanoes This activity is designed for students in the Biology and Geology subject and will work on volcanoes. The activity will be divided into three parts:

Step 1 Before carrying out the activity, there will be an exhibition of the contents and the different parts that make up a volcano will be explained through an image.

Let´s go: Learning about volcanoes Step 2 Once the contents are exposed, each student will be provided with a coloring sheet so that each one has their own personalized project.

Step 3 Once finished painting, each student will use their mobile with Quiver to bring the page to life. They will discover the inner workings of a volcano and make it explode. Students will: Change color Simulate an eruption Test their knowledge by acknowledging:  Pyroclastic flow  Crater  Lava flow  Magma chamber  Flank volcano  Volcanic vent  Volcanic fume

Let´s go: Learning about Math This activity is designed for students in Math subject. The activity will be divided into three parts:

Step 1 Before carrying out the activity, there will be an exhibition of the contents : Circumference of circle Volumen of a Sphere Diameter Radius Pi Fact

Let´s go: Learning about volcanoes Step 2 Once the contents are exposed, each student will be provided with a coloring sheet so that each one has their own personalized project.

Step 3 Once finished painting, each student will use their mobile with Quiver to bring the page to life. They will discover the fun side of Math

G N I H C A E T E S V I T A V O N N I METHOD

FUNNY

EASY

INTERESTING

SIMPLE

ENJOYABLE

DIFFERENT

G N I H C A E T E S V I T A V O N N I METHOD

ORIGINAL

COOL

NEW

INNOVATIVE

ATTRACTIVE

UNUSUAL

G N I H C A E T E S V I T A V O N N I METHOD

INNOVATIVE TEACHING METHODS SARDINIA MEETING

CHING A E T ATIVE INNOV DS METHO

ITALY

This Short term trainig event focuses on the use of Scratch. Scratch is a free programming language where you can create your own interactive stories, games, and animations.Scratch is designed to be fun, educational, and easy to learn. It has tools for creating interactive stories, games, art, simulations, and more, using block-based programming. Scratch even has own paint editor and sound editor built-in.Everybody should learn how to program a computer because it teaches you how to think. Coding technologies are especially beneficial in the teaching of STEAM but equally beneficial in other areas, such as language and business skills therefore the objective of this LTTA is to adapt its use to any area.

CHIN G A E T TIVE A V O N IN DS METHO

Students Work

INTRODUCTION TO ‘SCRATCH’ Introduction to Scratch and its uses starting from Sts’ answers to the Google form – looking at form statistics (15min) Presenting Scratch –(30min) 1. 2. 3. 4. 5.

Teacher opens the official website in English – homepage, ‘create’, Teacher illustrates the working area which compose the main visualization Teacher chooses a sprite from the ‘dance’ folder Teacher chooses a ‘stage’ Teacher starts creating the ‘programme’ dropping each instruction block into the central area, where you write your programme…

USING ‘SCRATCH’ STEP-BY-STEP Objectives: Creating a dancing cat/dancer by following a step-by-step tutorial; Experiencing building up a programme by experimenting and iterating Pair work – STEP-BY-STEP 1 step Watch the tutorial ‘…’ set up the English subtitles … central button (3min) 2 click on the arrow on the right and follow the instructions step-by-step – (15min) 3 check if your project is the same as the original video

10 BLOCKS (25min) a challenge of creativity Objectives: creating a project with the constraint of only being able to use 10 blocks; Enhancing creativity despite the constraint

Names programmers

Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Hugo Martin Martin Alessia Lai 28 September 2021 Scratch story

10 Blocks A cat https://scratch.mit.edu/projects/577758166

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Claudia Floris, Moska Ghaderi 01/10/2021 10 blocks Scratch programming. Help the fish. In the “Help the fish” scratch project, a shark try to catch a fish. https://scratch.mit.edu/projects/576069825/editor

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HELP THE FISH

Names programmers

Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

David Clavero Lopez, Martina Urrai 28/09/2021 Scratch

10 blocks David and Martina Run an activity through the command blocks https://scratch.mit.edu/projects/576069517

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Debora and Madalena 29/09/2021 10 blocks 10 blocks Is a tutorial We understand https://scratch.mit.edu/projects/577751523/

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Mira & André 28/09/2021 10 blocks 10 blocks We could only use 10 blocks It was difficult because we had to use only ten blocks. https://scratch.mit.edu/projects/576075912

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Sarah & Gustavo 28/9/2021 programming 10 bocks We made an exercise to know how scratch works and to know what some blocks do It was easy https://scratch.mit.edu/projects/577746640/

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Vicky Turconi and Diana Zaucher 27.09.2021 Scratch

10 Blocks The activity of 10 Block / https://scratch.mit.edu/projects/577750594/editor

Objective: using the programme to create an original story using the basic blocks and functions Pair work: create your own story using pics and info taken from the trip to Selene Pair work: create your own story using pics and info taken from the trip to Selene Final production: presenting the story to peers and teachers

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Hugo Martin Martin Alessia Lai 27/09/2021 Scratch story Story in Selene Not jump, sad life The knight tried to jump but he can’t https://scratch.mit.edu/projects/577754766

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description

Alessia Concas, Vanessa Chwastek 28/09/2021 Scratch story

The fairy and the Elf We have to choose a story about the visit we did on 27/09. We wrote a story about an Elf and a Fairy, she comes from the galaxy to the world and she want to know it, but there is a girl that try to avoid it. In the end the Elf and the Fairy become really good friends. Notes/comments It was really creative and we had a lot of fun to do it. Link https://scratch.mit.edu/projects/577746468/

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description

Claudia Floris, Moska Ghaderi 01/10/2021 Describing a tour with Scratch. Nuraghe’s tour. In the “Nuraghe’s tour” scratch project, the tour guide tells to some students the story of nuraghes while visiting the archeological site.

Notes/comments Link https://scratch.mit.edu/projects/576086377/editor Text NURAGHE’S TOUR Hello guys, welcome to my tour! Today I'm gonna show you nuragical ruins! Do you have any question? I have a question! What's your question? What does "nuragical" means? Nuragic people were an ancient people who lived there 3000 years ago. Its name derives from the cylindric shaped towers they built. Ok, thank you! Now we're going to see the ruins of a Nuragic village. This way! Let's go! I'm excited! Now we are on the top of one of the nuraghe's towers. This place looks so historical! That's true! Image

NURAGHE’S TOUR

Daniela Serra, Marinella Pilia 28/09/2021 Scratch programming, make a story taking inspiration from the trip in Selene The nuragical goblin The story it’s about the start of a friendship between a person and a goblin. The goblin guides the person around the Nuragic site. Notes/comments It was interesting and funny. Link https://scratch.mit.edu/projects/576087137 /

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link Image

David Clavero Lopez, Martina Urrai 28/09/2021 Scratch story Nuragic story in Selene Learn something about the Nuragic civilization and its history https://scratch.mit.edu/projects/576088416

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Debora and Madalena 29/09/2021 History project, 10 blocks and project group. Nuragic This work was funny because it was a challenge for us. We liked https://scratch.mit.edu/projects/577740541

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments

Mira & André 28/09/2021 Story telling

Nuragic story It’s a story about a guide who explains the tomb of giants. It was easy to do the work because we had already done something like this before. Link https://scratch.mit.edu/projects/576109272

Text With this story telling we want to introduce you to the tomb of Giants and help you understand why it is important. The tombs of Giants are so called because of their dimensions, this historical monument was made around early 2000 B.C. Thank you for your attention! Mira & André Image

Names of programmers Sarah & Gustavo Date 28/9/2021 Story Type of work (ex. Scratch game, programming…) Title Story about giant’s tomb Brief description We did a scratch history to talk about giant’s tomb Notes/comments It’s not finished. Link https://scratch.mit.edu/projects/577746640/ This project talks about the giant’s tomb. Our project is based on to explain the history and what the guide said. The giant tombs were the houses of the people who lived there 2000 years b.C. Unfortunately, it’s not finished.

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Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link Text

Simão Pereira ; Javier Ruiz 28/09/2021 Programming Software; Programming Software Men Cave and a fire Men cave found fire. https://scratch.mit.edu/projects/577753056/

The work we have done deals with the cavemen when they found fire after a lightning strike

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Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description Notes/comments Link

Vicky Turconi and Diana Zaucher 28.09.2021 Scratch The history of Nurami One person was watching the tombs, suddenly there came a stranger and was interested in the old history of Nurami. / https://scratch.mit.edu/projects/576086756/editor Username: Vicky_Diana Password: VickyDiana

USING ‘SCRATCH’: A SUBJECT

Competition: Scratch my class! Objectives: exploring the usefulness and effectiveness of Scratch within the learning environment; group work dynamics Situation: The school journal is looking for some innovative and engaging methods to work on specific subjects in class. Send your project and a jury of peers will decide about its innovation and creativity! Task: In your groups (6/7 members), create the draft of a Scratch project about a specific topic within a curricular subject, highlighting the possibility to improve your learning of it Follow these instructions: - choose a curricular subject and a specific topic; - find one type of Scratch project to present it (a story? a game…?); get inspiration from the official site tutorials and published projects - design the project on a poster and on Scratch (if you wish to) - choose a member of the group to present it later Time: 1h and 30 for project design; 5-10 min for presentation Material: www.scratch.mit.edu tutorials, online sources, others

Names of programmers Date Type of work (ex. Scratch game, programming…) Title Brief description

Daniela, Marinella, Alessia, Claudia, Moska, Vanessa 01/10/2021 Scratch programming, making a poster

Learn the story of “Romeo and Juliet” with scratch We chose English Literature as a subject we can learn easier and faster with scratch. With scratch we tried to tell a brief part of the tragedy ”Romeo and Juliet”, while on the poster we drew two scenes from the balcony scene with some sentences. Notes/comments It was challenging and funny. Link https://scratch.mit.edu/projects/577190066/

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Names of programmers Debora and Madalena Date 30/09/2021 Type of work (ex. Scratch Group project game, programming…) Title geometry Brief description teach triangle types Text In this project we talked about triangles in geometry. Notes/comments The group work was useful for us to socialize Link https://scratch.mit.edu/projects/577754813/ Image

Bertrand Lorente, Andrea Demurtas, Hugo Martin, Alessia Lai, Martina Urrai, David Clavero, Javier Ruiz, Victori Turconi Date 30/09/2021 Type of work (ex. Scratch Scratch “Lesson” game, programming…)

Names of programmers

Title How to play Volleyball Brief description Our group used scratch to explain how to play volleyball. Notes/comments The project is just an idea of how you can use scratch in school lessons to make learning easier. We also made a poster, in which a volleyball court was drown. Link https://scratch.mit.edu/projects/577210359 Image

G N I H C A E T E S V I T A V O N IN METHOD Teachers Impressions

G N I H C A E T E S V I T A V O N IN METHOD AUSTRIA

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G N I H C A E T E S V I T A V O N IN METHOD AUSTRIA

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G N I H C A E T E S V I T A V O N IN METHOD ITALY

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G N I H C A E T E S V I T A V O N IN METHOD ITALY

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EUROPE AT HOME! A REALLY OPENING AND INVOLVING EXPERIENCE! THIS FIRST PROJECT MEETING HAS BEEN A GREAT OPPORTUNITY TO MEET AND SHARE TEACHING PRACTICES AND EXPERIMENT INNOVATIVE ONES. MARIA FRANCA CAMPUS I REALLY ENJO YED THIS ENGA GING SCRATCH EXPECTATIONS EXPERIENCE, NE . I CAN’T WAIT TO W AND INNOVA TRY SOME OF TH TIVE! THIS HAS IS THINGS OUT MORE THAN ME AND OF COURSE T MY ANNA STOCHINO TO SEE ALL OF YOU ASAP!

G N I H C A E T E S V I T A V O N IN METHOD PORTUGAL

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G N I H C A E T E S V I T A V O N IN METHOD SPAIN

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INNOVATIVE TEACHING METHODS AUSTRIA MEETING

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

This INNOVATIVE week (short- term exchange of students, 5 students + 1 teacher from each country ) focuses on business simulation games.Teams of 4 to 5 students have the chance to make strategies on their business ideas, bring them in shape, set up a small company and make their start-up-companies blooming. Students will be creative in designing their businesses by following the storyboard behind the simulation. There will be two kinds of business simulation games: online and offline board games.

G N I H C A E T E INNOVAMTEIVTHODS

TRADI

AME G L A TION

ATHLETES

G N I H C A E T E INNOVAMTEIVTHODS TRADITIONAL GAMES

PLAY & ANALYSE

EXAMPLES Go ahead and play them on your phone!

MCDONALDS GAME

SKRIBBL

Liyla and the Shadows or War – App Store

AIM OF THE GAME What is the purpose/goal/idea of this game?

MCDONALDS GAME

Liyla and the Shadows or War – App Store

MECHANICS What does the player do in the game? What are the rules? What is the goal to reach as a player?

MCDONALDS GAME

Liyla and the Shadows or War – App Store

STORY What is the story of the game? How does it tell it?

MCDONALDS GAME

Liyla and the Shadows or War – App Store

INTRODUCTION IN GAME DESIGN

DIGITAL GAMES?

DIGITALS GAMES • first appeared in the 60ies and 70ies • today it is a 140 Billion industry • the future of the enterainment market • leisure time • work • art • education

WHAT IS GAME DESIGN?

THE FINAL PRODUCT

GAME DESIGN

HOW GAMES ARE CREATED • Game Design consists of creating the rules, goals, mechanics and the story of a game. • Without a thoughtful Game Design the player will not enjoy the game. • It usually starts with a prototype. A pen & paper version of the actual game.

GAME DESIGN ELEMENTS

The story of the game.

The goal of the Serious Game.

The challenge, the rules, Ist aim…

LET’S CREATE GAMES!

DESIGN TEAMS

DESIGN TEAMS • 4-5 persons per group • in each group there should be a helping hand • design cards

THE TOPIC

www.menti.com 98 48 97 8

CREATE!

DESIGN #1

FEEDBACK #1 • one team member has to stay • every other team member goes to a different group • play time • leave a written feedback to: sense, mechancis and story

DESIGN #2

FEEDBACK #2 • one team member has to stay • every other team member goes to a different group • play time • leave a written feedback to: sense, mechancis and story • every student should have played every game

DESIGN #3

PITCH YOUR GAME

G N I H C A E T E INNOVAMTEIVTHODS DEVELOPING GAMES – SUS 3CK

ROBOTICS IN AUSTRIA BHAK WIEN 22

FACTS ABOUT AUSTRIA & SCHOOL BHAK WIEN 22

FACTS ABOUT AUSTRIA ¡ Inhabitants: 9 million ¡ 9 provinces ¡ Capital city: Vienna ¡ National language: German ¡ Flag

VIENNA

¡ Landmarks - Stephansdom - Riesenrad - Schloss Schönbrunn

VIENNA

OUR SCHOOL ¡ BHAK Wien 22 ¡ Business Academy Donaustadt ¡ 5 years ¡ School-leaving diploma ¡ English as foreign language ¡ French/Italian/Spanish/Czech as

second or third foreign language

¡ Work experience in practice

companies

HAK INNOVATIVE ¡ Self-reliant and independent

learning environment

¡ Teamwork (cooperative and

collaborative)

¡ Digital assignments

¡ Robotics as subject

FACTS ABOUT AUSTRIA AND ROBOTICS BHAK WIEN 22

ROBOTIC INSTITUTIONS ¡ HABA Robotics - Market leader in Austria for collaborative robots and individual robot

solutions

¡ ARS Electronica - Based in Linz - They develop creative, individualized solutions in the form of interactive

products and services for exhibitions, brandlands, trade shows, events, and in the urban development field

ROBOTICS IN SCHOOL

¡ Programming Scratch

¡ Working with LEGO

Mindstorm robots

¡ Creating Video games

THANK YOU FOR YOUR ATTENTION!

Second LTTA Innovative Teaching Methods Game Based Learning STUDENTS

WELCOME !

Second LTTA Innovative Teaching Methods Game Based Learning

Eva Fleischer Peter Rak Nina Brenner Gregor Schlatte Elisabeth Hiebaum business.academy.donaustadt BHAK und BHAS Wien 22 Polgarstraße 24 1220 Wien

Programm Thurs 17/03/2022 9:00 - 10:30

STUDENTS:

11:00 - 12:00

GBL in Education: Various Games

10:30 - 11:00

COFFEE BREAK

12:30 - 13:30

LUNCH BREAK

From 13.30

Sportcenter Alte Donau

EH, PR

Sportcenter Alte Donau Canteen

Sportcenter Alte Donau Canteen Afternoon Activities in Downtown MAK (Stubenring 5) +

Mariahilfer Straße

EF, EH

Traffic jam Living in the country – working in the city Going to your company in Downtown everyday Each day = one round of decisions Going by Car vs. Going by Train

Gaining maximum of Life Quality Points (LQP) Going by Car: 10 LQP when not getting stuck 0 LQP when getting stuck; that happens when more than 66% of participants choose the car Going by Train: 5 LQP no delays or traffic jam 4

Traffic Jam

Traffic jam Gaining maximum of Life Quality Points (LQP)! Going by Car: 10 LQP when not getting stuck 0 LQP when getting stuck (that happens when more than 66% of the participants choose their car) Going by Train: 5 LQP no delays or traffic jam MONDAY – TUESDAY – WEDNESDAY – THURSDAY – FRIDAY

Who gains the maximum of LQP ???

Traffic jam Debriefing: Method of 4-E‘s 

  

Emotions (Gefühle) Events (Beobachtungen) Explications (Erklärungen, Hypothesen) Everyday Life (Vergleich mit der Realität)

Harvest by Dennis Meadows • 30 minute2 • 2-6 teams à 2-6 persons Materials: * cookie jar (not transparent) * >200 coins (=fish) * 2-6 paper cups (numbered) = ships * paper stuff Source: https://klimamediathek.de/wp-content/uploads/giz2011-0588en-playbook-climatechange.pdf https://systemdynamics.org

Harvest

Harvest You are part of a team of people who fish for a living. Your team’s goal is to maximize its assets by the end of the game. Each fish you catch is worth one coin. The ocean can support a maximum of 50 fish. We start the game with between 25 and 50 fish in the ocean. We will play for 6 to 10 years, making one round of decisions per year. The maximum order is between 0 and 8 fish per fleet, per round.

Harvest With each decision round, your team decides how many fish it will try to harvest that year. You indicate your desired harvest by writing the number (of fish) on a slip of paper, putting the slip in your ship, and taking your ship to the game operator. The operator will fill orders randomly. The fish you catch are returned to you in your ship. If your order exceeds the number of fish remaining in the ocean, you receive no fish that year. After all orders are processed, and your team’s ship is returned, the fish in the ocean will regenerate according to the curve shown on the chart.

Harvest Regeneration of fish at the end of the year:

Fish added to the ocean at the end of the year

0 0

Number of fish in the ocean at the end of the year after harvest

Harvest Steps of play: 1. Decide on your team’s long-term strategy. 2. With each decision round, select the number of fish you wish to harvest this year. 3. Record the number on a slip of paper, insert the paper in your ship, and take the ship to the game operator. 4. Harvest requests will be filled in random order, if your order is less than the number of fish in the sea. 5. Receive back your ship, remove the fish, and start again with Step 1.

Harvest DEBRIEFING:  What would have been the maximum possible wealth available to all the teams in this exercise?  What wealth did teams actually achieve?  Was there a winner in the game?  What policies would you have to follow to achieve maximum wealth for all the teams?  Why might these policies not be followed?  Where do you see examples in real life of the behavior we witnessed in this game?  What policies could be followed in real life to produce a more sustainable result?

Tragedy of the Commons  

 

Step 1: individual decision as homo oeconomicus Step 2: many singular decisions are multiplying Step 3: for all happens a dilemma situation that nobody wanted Step 4: tragical end of liberty and free decisions

Tragedy of the Commons 

In economic science, the tragedy of the commons is a situation in which individual users, who have open access to a resource unhampered by shared social structures or formal rules that govern access and use, act independently according to their own self-interestand, contrary to the common good of all users, cause depletion of the resource through their uncoordinated action. The concept originated in an essay written in 1833 by the British economist William Forster, who used a hypothetical example of the effects of unregulated grazing on common land (also known as a "common") in Great Britain and Ireland. The concept became widely known as the "tragedy of the commons" over a century later after an article written by Garret Hardin in 1968.



Although open-access resource systems may collapse due to overuse (such as in overfishing), many examples have existed and still do exist where members of a community with regulated access to a common resource co-operate to exploit those resources prudently without collapse, or even creating "perfect order". Elinor Ostrom was awarded the 2009 Nobel Prize in Economic Science for demonstrating this concept in her book “Governing the Commons” which included examples of how local communities were able to do this without top-down regulations or privatization.



In a modern economic context, “commons” is taken to mean any open-access and unregulated resource such as the atmosphere, oceans, rivers, fish stocks, or even an office refrigerator. In a legal context, it is a type of property that is neither private nor public, but rather held jointly by the members of a community, who govern access and use through social structures, traditions, or formal rules. In environmental science, the "tragedy of the commons" is often cited in connection with sustainable development as well as in the debate over global warming. It has also been used in analyzing behavior in the fields of economics, game theory, politics,…

Commons

Keep Cool

Keep Cool Mobile Mobile Game keepcoolmobile.org In the first mobile multiplayer game about climate politics, young people take control of global metropolises. They decide which path their economies will take, their climate protection strategy and exert influence on an international scale. It will require skilled diplomacy, a sense of responsibility and an engaging communication style to gain that competitive edge and achieve victory. With up to 50 players per game, KEEP COOL mobil is a very dynamic experience. It isn’t easy to find a suitable pathway between economic success and climate protection together. As a browser game, KEEP COOL mobil can be played on Smartphones, Tablets and Desktops (Firefox, Chrome or Safari are recommended). It was developed to convey an impression of the multiple conflicts of interest climate politics have to deal with. Players enter negotiations about limited ressources on different levels and have to find their own positions and strategies. Through this process a change of perspectives is possible.

Keep Cool Mobile 

https://www.youtube.com/watch?v=p3YfIDQ0E98

Keep Cool Mobile 

http://www.keepcoolmobile.org/en/

Keep Cool Mobile keepcoolmobile.org

Keep Cool Mobile Debriefing:

Where do we see free riders in climate change scenarios? A free rider is a player who attempts to gain the longterm benefits of the group’s policies without personally paying the short-term price required to implement those policies. Free riders can derail compromises a group may be trying to negotiate to serve collective, long-term goals.

In this game, participants experience how quickly and unexpectedly a commons can collapse. How can you effectively communicate the potential for quick, sudden changes in climate? What are examples of free riders in climate change scenarios?

Keep Cool Mobile Debriefing:

What insights did you gain about how groups can improve discussions when they are attempting to define and solve problems involving complex natural/social systems? What if climate were thought of as a commons, in the same way we think of fish as a common resource. What methods do we have for overseeing and caring for common resources? In the Harvest game, overfishing produces an immediate and clear gain, at first, while the consequences of fishing beyond the regeneration rate was, for several years, unclear and delayed. How can climate-related policies and actions overcome that time delay and have immediate, positive results? We can see immediate cost savings, for instance, by using energy more efficiently and by increasing the use of alternative energy sources that do not produce CO2. In some countries, tax policies make it economically advantageous to capture and store CO2 rather than release it into the atmosphere.

Wirtschaft spielend lernen! Danke für die Aufmerksamkeit!

G N I H C A E T E INNOVAMTEIVTHODS GBL IN EDUCATION

G N I H C A E T E INNOVAMTEIVTHODS FLIP

G N I H C A E T E INNOVAMTEIVTHODS

ONS I S S E R RS IMP E H C A E T

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

It was great to finally host our 2nd LTTA in Vienna after the lock down. We had to move to an other location because guests were not allowed into school at that time due to COVID. At first this semed quite a problem but we could find a suitable replacement. The topic of this LTTA was Game Based Learning: Business simulation games. Business simulation games are an integral part of teaching at business.academy.donaustadt. Therefore we could share our knowledge and introduce a range of different games online and offline. Our colleagues were very much interested in the games and its paedagogical benefits. We composed teaching materials and provided information where to get the games and how to compile them. In the afternoons we made sightseeing trips to famous places. One of the highlights for everybody was the visit to Schönbrunn castle and afterward having coffe and cake at the Gloriette. Despite the unexpected circumstances our meeting was a success. Students and teachers got to know new ways of learning and teaching and enjoyed the city of Vienna in nice company. Eva

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

Finally the time had come and we were able to welcome our guests from Italy, Spain and Portugal to our school in Vienna. On the first day I organized Icebreaking games and after the warm welcome the teambuilding activities could start. I was very happy to see how intercultural barriers are quickly overcome. First, we explained to the students the 12 SDGs developed by the United Nations. After that, they selected the goals which were most important for them at the moment. The goal: Peace and justice was chosen the most by the students, probably because the war in Ukraine only broke out a few weeks ago. The second most important goal was sustainability and I believe that climate change has reached this young generation. With full enthusiasm and creativity, the young people created games that were tried out in groups with joy. The students played the Keep Cool Mobile game andcreated their own cities with black factories or new green technology. They learned that their decisions would have consequences and that the climate change is in their hands. I liked this game, because students experienced economic relationships in a playful way. We had a lot of fun and it was really interesting to play different games. At the teachers LTTA we discussed different ways to develop games in the classroom. The exchange of experiences between the teachers has opened up new perspectives for me. Sissy

G N I H C A E T E INNOVAMTEIVTHODS SPAIN

Despite the delays caused by Covid, finally we succeeded in holding the Vienna meeting. The subject of the meeting was the use of games in education. During the week we learned how we could use games to transmit knowledge to our students in a more enjoyable way, which will enable them to learn more and better. We were able to put this idea into practice and we did different activities with the whole group which were very interesting. As a result the students were able to develop aspects that are otherwise difficult to learn such as decision making on the basis of previous experiences, sharing resources, teamwork for a common goal and data analysis. There was a lot of work but also relaxing moments that allowed us to get to know other aspects of the city of Vienna, so we enjoyed the trip so much.

G N I H C A E T E INNOVAMTEIVTHODS ITALY The meeting in Vienna has bee n greatly involv chance to mee ing and exciting t after a long p for me. We had e riod of lockdow the face to face. Th n and to confron e meeting was p t our experience erfectly organis s for us as teach ed and it was p ers and for the re tt y st imulating both students since learning but we we worked hard had a lot of fun on game based at the same tim learning Innova e : it has been a fa tive Teaching M ntastic way of ethods!! Lucia Nieddu

special guests. s a s u d e m o lc e w rtners, who have a p r a e D innovation where k! d e n e a w n l u io it rf e d a d n tr o A w where e school activities, g n zi a opportunity to liv m e a th d h an it w g in ty st ci e re Inte of th ody games; tour b d an in ra b ; d e smartly mix art. pus Maria Franca Cam

The Erasmus+ experience held in Vienna last March has been an occasion of personal and professional development for me. All working activities, including the project labs, were carried out with the precise aim of getting to know the past, understand our present and devise innovative solutions for the future. Within the group meetings we all have been eager to learn, communicate and share experiences and impressions. The usual atmosphere was quiet and joyful both in the working context and the other informal moments during the day. I truly believe that the Erasmus+ experiences, like the one I did in Vienna, can really pave the way for a more united Europe in competence, innovation, solidarity and peace. Rosario Agostaro

G N I H C A E T E INNOVAMTEIVTHODS AL PORTUG

Amélia-The meeting in Austria went great, there were several activities for the students and also cultural visits for teachers and students.

s the student w o h e e s o t interesting y r e v s ing carried a n r w a It le ! n e h io t t a e iz e e time, to s ellent organ c m x a E s a e r h t d n t a a S , games and e h t in d e lv d. got invo feeling bore s t n e d u t s the out without interesting d n a s ie it v acti ject, full of o r p e ame-based ‘g th f r o fo ic p k e to e e tw r to discuss th was a grea y it it n k in tu r th e needs fo o I p th p , o s e e v th ti Marta c d ha bje r achers also the main o te ; n e o h one in orde ti T d a . c s e u e b d e ld u them o in c e es ore and what els its challeng d d o n th a e ’ to learn m g m y in is it n r n th g tu lea r in o d p r op ga teachers re we had to , d n n a io it ts d n d e a d In stu s in school. e m a g ing the city. te it a is r v g y te b in y r to isto ulture and h c e s e n n ie v about Alcides-Very interesting way of learning new contents. I liked the mixed approach of digital and traditional games used in the classes.

INNOVATIVE TEACHING METHODS PORTUGAL MEETING

G N I H C A E T E INNOVAMTEIVTHODS PORTUGAL

Working on a robot stimulates students to build their engineering intuition and emphasizes the meaningful problem-based learning through the integration and application of their knowledge. Strategic problem-solving, computational thinking, higher order thinking, logical and analytical reasoning.The use of robots is rapidly becoming more commonplace all around us – in our workplaces, our homes, and in our schools. Although the use of robots is quite new in the field of education, some experts predict that within the next ten years they will be regularly used in classrooms around the world. Education is one of the areas of society on which artificial intelligence has the potential to make the most positive impact. Tutors could help students significantly with their learning processes. As artificial intelligence and robotics technologies continue growing exponentially, we will be able to do quite amazing things with robots in the field of education.

G N I H C A E T E INNOVAMTEIVTHODS

ROBOTICS

Robotics and Portugal

Table of Contents

About Portugal

Robotic Companies

Azorean Culture

Portuguese Personalities

Introduction In this project we will talk about Portugal and Robotics

About Portugal

Basic things about Portugal ● ● ●

Portugal is a country located in the Iberian Peninsula. At the moment you are in Azores/Terceira Island Azores is an archipelago in the middle of the Atlantic Ocean.

About Azores Culture Azores & Terceira's culture is everywhere to be seen. There are several institutions and projects involving Terceira's culture: theatre groups, and several temporary/permanent expositions that contribute to the island's cultural enrichment. One of them is the Angra do Heroísmo's museum, installed in São Francisco coven, with several noticeable collections about the island's military history and transports from the 18th and 19th centuries.

Robotics Companies

1 Follow Inspiration

A Portuguese company which makes robots to help the daily life

Connect Robotics

TURFLYNX

A Portuguese company which makes drone delivery

Bringing mobile robotics technology to outdoor heavy machinery.

Follow Inspiration

1 ●

Follow Inspiration is a Portuguese Company created by Luís de Matos in 2012

●

The company is focused on making robots to help our daily life.

●

They create some robots who help the daily life, like the UV Robot which desinfects the building you are in.

Connect Robotics ●

Connect Robotics is a portuguese company created in January, 2015.

●

The company is focused on the health area, mainly on the transport of medicine and blood.

●

They also test the drone, delivering food to an elderly man in a house.

TURFLYNX ●

It is a private company which makes heavy machinery to help the farmers do their work more easly.

Robotics Festival What do they do? At the Robotics festival they act in 3 different parts: -Robotics Competition (Junior and Senior) -Scientific Meeting -Demonstration and leisure activities

Robotics Festival What is the objective? The Robotics Festival has an objective that includes: • Help in the Robotics research • Motivate the studends to reach a higher grade in robotics' school • Help in the dissemination about robotics in Portugal • Show to the public how robotics can be interesting • Promote the meeting of international groups that work in the same area. • Train the Portuguese teams for the world competition 'Robocup'.

Robotics Competition Our School in a Competition On 20 March of 2015 in Vila de Guimarães in Portugal there was a competition called RoboParty. At the competition there were 142 teams that competed against each other in 3 phases: -Race -Catch -Dance

Our school earned the first place in the Dance phase

Portuguese Personalities In Robotics Manuela M. Veloso Manuela M. Veloso is a Portuguese computer and robotics scientist and a teacher at the School of Computer Sciences at the Carnagie Mellon University. She was the President of the Association for the Artificial Intelligence Advance up until 2014 and she is the exPresident of the Federation 'RoboCup'.

Portuguese Personalities In Robotics Fernando Pereira Fernando Pereira works at Google, being the leader of the projects about natural language and machine learning. He helps Google by creating the Google Duplex, an AI which can talk like a human.

Portuguese Personalities In Robotics Pedro Domingos Pedro Domingos is a computer science teacher at the University of Washinton. He was born in Lisbon and he is a researcher in machine learning, he created the logical Markov network. That creation was important to Artificial Intelligence.

Portuguese Schools/University Schools and Universities •

University of Aveiro

•

Nova School of Science & Technology

Portuguese Schools/University University of Aveiro The University of Aveiro (UA) is a public foundation under private law which mission is to contribute and develop graduate and postgraduate education and training, research and cooperation with society.

Portuguese Schools/University Nova School of Science & Techonology Nova University gives one of best graduation in robotics. It grants the Graduation in Micro and Nanotechnology Engineering.

ERASMUS + (2020-2022) (2020 Innovative teaching methods

Robotics in Italy TERCEIRA, (PORTUGAL) April 4-9, 2022

ITALY Italy is a country located in the Southern Europe, praised all over the world for his mountain and cold landscapes in the north, and Mediterranean and warm ones in the south, its millenary culture, its tasty and varied cuisine, music and fashion; it is furthermore the country with the largest number of UNESCO World Heritage Sites.

SARDINIA

Sardinia is one of the 20 Italian regions and the second bigger island of the Mediterranean Sea, which has breathtaking coastal landscapes, which see the alternation of sandy beaches and hard rocks overlooking the clear sea. sea

SARDINIAN HISTORY Although the best resource of the island is tourism, the traditional activity has always been sheep farming, linked to the production of pecorino cheese, and which has its origins in the nuraghes: large and tower-shaped prehistoric stone dwellings.

SARDINIAN DISHES The typical dishes of Sardinian cuisine are malloreddus, semolina pasta, culurgiones, dumplings stuffed with potatoes, fresh cheese and mint, roast pork, pecorino, thin and crunchy pane carasau, seadas, garnished with honey, and amaretti, soft sweets based on almonds.

Barbara Mazzolai is an Italian scientist who built the first plant-robot robot in the world capable of reproducing the behavior of roots

Cecilia Laschi received the award for the construction of Octopus, a soft silicone octopus that facilitates interaction with humans

Octopus reproduces the movements of a real octopus: thanks to its eight arms it can walk along the seabed, also collecting objects

Italian researchers have built a humanoid robot that can fly. Humanoid robots have an advantage over both esoteric structures and traditional drones when we talk about disasterresponse because they can easily manipulate a world already designed for human use. Humanoid robots could help men in situations that are too complicated or dangerous for a human

Antonio Bicchi is an Italian scientist interested in robotics and intelligent machines.

He has contributed to the fields of Automatic Control, to Haptics, and to Robotics, especially focusing on Articulated Soft Robotics.

ITALIAN ROBOTICS

Italian industry is the sixth in the world for the total number of industrial robots installed. In the last ten years the number of Italian patents has grown. these are inventions of great interest, in fact there are numerous research centers

INDUSTRY

• The robot industry in Italy is strongly positioned within the textile and cosmetic sector • Suppliers expand their business all over the world through an international market

utility Automata can help humans perform heavy and dangerous jobs They have been used in the biomedical sector as a guide in surgical interventions Or even in assembly lines for the automotive sector

Centro di ricerca, sviluppo e studi superiori in Sardegna

It is an interdisciplinary research center active in the most varied areas of cutting-edge cutting research, in particular in the field of Information Technology and high-performance Digital Computing Computing. During the research many collaborations take place with universities and international projects.

The Center promotes the study, study development and application of innovative solutions to problems originating from natural, social and industrial areas. SECTORS OF THE RESEARCH:

BIOSCIENCE

SOCIETY ENERGY INFORMATION

ENVIRONMENT

The most recent sector is that of digital technologies for aerospace..

Robotic exploration for innovation

THE COSMIC PROJECT The COSMIC project has as its objective the human development of space for the construction of structural elements for civil and industrial use on the lunar and Martian soil.

ITALIAN SPACE AGENCY

Robotics inside school • Develop and improve knowledge academic skills • Prepare students for the competitive workforce of tomorrow • It’s an untraditional way for teaching, students find it funny

Technical high school Enrico Fermi • Students study for the construction and operation of humanoid robots and industrial robots; • They learn how to use the potential and functions of robots at work; • Optimising their knowledge, they learn how to use simulation programs

Robotic school of Genoa • This school is for students of all ages; • This is the most technological school in Italy; • Their goal is to teach the new generations robotics with all its advantages

The Italian Robotic School, in collaboration with the Ministry of Education, organised the new edition of the Robotics Olympic Games. The competition is free and it’s dedicated to all the selected students from High Schools.

Its aim is to promote, encourage and support the educational opportunities of robotics with special reference to STEM subjects (science, technology, engineering and maths).

The 2022 edition will face a new theme: Robotics serving Medicine The projects should individuate solutions to support the activities aimed at improving people’s health and welfare.

And there are three categories:

robotic prostheses

robotic solutions for personal assistance

robotic treatment for rehabilitation

SPAIN AND THE ROBOTICS INDUSTRY

discovering spain Spain is a country in southwestern Europe with parts of territory in the Atlantic Ocean and across the Mediterranean Sea. The largest part of Spain is situated on the Iberian Peninsula; its territory also includes the Canary Islands in the Atlantic Ocean, the Balearic Islands in the Mediterranean Sea, the autonomous cities of Ceuta and Melilla. Its cultural influence extends to more than 570 million Spanish speakers, making Spanish the second most widely spoken native language in the world.

Spain is the second most visited country in the world for its culture, literature, location, excellent gastronomy, beautiful coasts, mountainous landscapes and Roman and Arab historical sites.

ROBOTICS AND ITS USES WHAT IS A ROBOT? BY DEFINITION, A ROBOT IS A PROGRAMMABLE AUTOMATIC MACHINE CAPABLE OF PERFORMING CERTAIN OPERATIONS AUTONOMOUSLY AND REPLACING HUMAN BEINGS IN SOME TASKS.

USE OF ROBOTICS IN MEDICINE

ROBOTICS COMPETITIONS AND EXHIBITIONS • Robotics competitions and exhibitions are held in Malaga every year. Now we will see which are the most important and what they are about.

ROBOTICS AT THE UNIVERSITY OF MALAGA • In 2019 the seventh edition of the WRO Malaga was held. More than a hundred boys and girls of all ages went to this day, in which the main objective was to enjoy and have a good time, making also, that children remember that the scientific-technological areas have a very fun playful part.

ROBOTICS AT THE UNIVERSITY OF MALAGA • At the university of Málaga, research is conducted in the following fields

MALAGA UNIVERSITY

• The main objectives of the Laboratory of the University of Malaga of Robotics are:

BEST INDUSTRIAL ROBOTICS COMPANIES IN SPAIN 1. EDS ROBOTICS 2. INSER ROBÓTICA 3. ARITEX 4. OMRO 5. INGENERSUN 6. CYO 7. ELEMENT LOGIC 8. SADAKO TECHNOLOGIES 9.MACCO ROBOTICS

INNOVATING IN ARTIFICIAL INTELLIGENCE TO BUILD A BETTER WORLD

Sadako

SADAKO TECHNOLOGIES is a Spanish company incorporated in 2012 as a result of the concern of its founders to use technology and engineering to build a better world. Specialists in the development of latest generation Artificial Intelligence and Robotics technologies, we are developing solutions with real impact for real customers in order to bring technology to market and contribute solving societal challenges. Mainly focused in the recycling field, we are also initiating projects in other industries and willing to expand the impact of our AI technology.

It is a robotics company from Seville and develops robotic applications for the nutrition industry. For this they have developed various robots, several of them being humanoid robots. They are ready to meet the needs of customers in terms of food: serving drinks, selling snacks, waiting tables, cooking. They also have a robot rental service. Its objective is to adapt "foodtech" to the real peculiarities of each user

MACCO ROBOTICS

In the last decade, industrial robotics has tripled the number of installations worldwide. New digital strategies have broadened their application possibilities to include areas of activity that were previously out of reach.

advances in robotics

The following are just some of the more notable robotics advances -Learning of new tasks -Smart manufacturing -Robotic medicine and surgery -Multitasking robots -Domestic robots

End of the presentation thanks to everyone!!

ROBOTICS IN AUSTRIA BHAK WIEN 22

FACTS ABOUT AUSTRIA  Inhabitants: 9 million  9 provinces

 Capital city:Vienna  National language: German  Flag

VIENNA

ROBOTIC INSTITUTIONS

 HABA Robotics  Market leader in Austria for collaborative robots and individual robot

solutions  ARS Electronica  Based in Linz  They develop creative, individualized solutions in the form of interactive

products and services for exhibitions, brandlands, trade shows, events, and in the urban development field

OUR SCHOOL  Bhakwien 22  Business Academy  5 years  School-leaving diploma

 English as foreign language  French/Italian/Spanish/Czech as

second or third foreign language  Work experience in practice

companies

HAK INNOVATIVE

 Self-reliant  Independent  Cooperative  Learning  Teamwork  Robotics as part of the

curriculum

ROBOTICS IN SCHOOL

 LEGO Mindstorm robots  Video games  Scratch

THANK YOU FOR YOUR ATTENTION!

G N I H C A E T E INNOVAMTEIVTHODS

History of Robotics

Origin of the word Robot “Robot” came from the Czech word Robota that represents the works a medieval peasant was forced to do for his lord. Czech Writer Karel Čapek the inventor of the word Robot

A definition of Robotics •

A machine that can accomplish certain tasks.

The laws of robotics •

•

The first law is that a robot shall not harm a human, or by inaction allow a human to come to harm. The second law is that a robot shall obey any instruction given to it by a human. The third law is that a robot shall avoid actions or situations that could cause it to come to harm itself.

When were the robots were invented for the first time?

Antikythera Mechanism 2100 years This Mechanism can calculate • Positions of the sun and the moon • Phases of the moon • Positions of planets It can predict some sun and moon Eclipses

Automata 16th century Robot Soldier (Leonardo da Vinci) • Can move the arms • Can open and close the armor helmet • It was able to make sounds

Automata

Drummer (Leonardo da Vinci)

Automata in the 18th Century The flute player The digestive duck

Jacques de Vaucanson (1709 -1782)

The duck was able to quack, eat and digest food

The automata was able to perform twelve songs

Industrial Revolution

•

Machines are not made for fun anymore Automaton and mechanization started being feared

Industrial Robots

Home Robots

Micro Robotics • • •

Robots with less than a few millimeters Can work in swarms In the future these robots be will used in surgeries

Micro Robotics

Biorobotics Biorobotics combines the fields of biomedical engineering, cybernetics, and robotics to develop technologies that integrate biology with mechanical systems.

Bionic Members

Cyber Roach

Artificial Intelligence (AI) AI is intelligence demonstrated by machines, as opposed to the natural intelligence displayed by animals including humans.

AI is used in robots, self-driving cars, social networks, science research among other fields.

History of AI

AI applied to robots with high dexterity (Boston Dynamics)

Sophia

•

One of most intelligent humanoid robots that exists • The more Sophia interacts with humans it gets smarter • Sophia can see, talk and make emotional connections

Sophia

G N I H C A E T E INNOVAMTEIVTHODS ROBOTICS

G N I H C A E T E INNOVAMTEIVTHODS

3D PRINT

G N I H C A E T E INNOVAMTEIVTHODS 3D PRINT

G N I H C A E T E INNOVAMTEIVTHODS

How is robotics used in education?

ROBOTICS

New reality  Technology is already part of our daily lives and robots are increasingly occupying more space in our life.

 It is by thinking about this new reality, in which man and machine go hand in hand, that robotics in school has become a strong trend.  It is everywhere: in medicine, in industries and even in our daily lives.

Why bring robotics to the classroom? Pros:  It could bring great benefits to the learning process, on how to improve the reasoning and creativity, as well as preparing them for the future, by dealing with technology in a positive and productive way.  Robotics can be a powerful pedagogical tool from an early age.  Digital technologies enable the personalization of teaching on a large scale, so the teacher can take into account the interests of each student.

Pros:  In addition to attracting the interest of students to the topic of technology and for the content taught, robotics works as an educational tool, since it improves the cognitive development and the learning process in class.  They will need to apply concepts of mathematics, physics, programming and robotics.

Pros:  The activities in the robotics class are done in groups, which generates in students the sense of ‘team’, the spirit of integration and personal development.  There is an exchange of experiences and ideas among students, who act together in search of solutions for a given problem.  Values like collaboration and respect are encouraged in class, so that students become more aware of each other and learn to respect the ideas of others.

Pros:  Students will constantly deal with problems, whether in the conception of an idea, in the assembly of parts or robot programming. In that context, the intense search for problem solutions stimulates the cognitive development, logical reasoning and critical thinking.  Furthermore, when working with robotics’ tools, the student develops important psychomotor skills.

 They improve their learning process, which becomes more solid and insightful, and may even show improvements in school in general.

Pros:  Students can apply theoretical knowledge in practice.  It is an interdisciplinary area: science, mechanics, mathematics and computing.

 In this way, robotics classes become a fun pedagogical method, as it is a dynamic and playful way of learning.

Pros:  Tournaments and competitions in the area require the elaboration of scientific research, allowing to prepare the student to become a researcher and work on their writing in the scientific molds.  Practice in robotics laboratories encourages students to show their ideas and present the project to the entire class. As a result, they develop good oratory skills, becoming prepared not only before the technicians of tournaments, but for the daily life, since good communication is fundamental in any situation.

Pros:  Teaching robotics is very important, being a powerful pedagogical tool, which accompanies technological developments and changes in society.

 It helps to develop a range of skills: greater sense of organization, creativity, concentration and autonomy in their ideas and projects.  Personal and social development of students and prepares them for the future.

But …  With technological advances, many professions are being replaced by robots, which can generate concern in parents about the professional future of their children.  However, parallel to this process, are the socalled ‘professions of the future’, that require technology knowledge and skills.

Cons:  Student distraction: it is very easy to lose focus of studies with the numerous attractions that are just a click away on the internet. Thus, it is important to educate students so that they know how to separate moments of entertainment and study with the same tool.

Cons:  The high cost of materials, tools and kits;

 Lack of timetable/hours to teach Robotics.

Teachers need: To adapt: As technology advances, it is important to introduce in the teaching process bases of introduction to the digital world through robotics with the construction of games and robots with different purposes, whether learning, promoting personal and social skills or for competition purposes.

Teachers need: To provide safety: The task of offering the student a learning environment will be the responsibility of the teacher, so that they feel safe for the development of their creativity, demonstrated in ideas and in the search for knowledge.

Teachers need: To provide freedom: A learning environment powered by the teacher will trigger greater freedom in the student to develop their creativity. In this way, robotics allows environments where students will increase their knowledge and autonomy in learning, from the resources available for interaction with robots.

Teachers need: To facilitate learning: Robotics needs to be seen as a facilitating tool in the process of student involvement with learning. It offers students a playful and more relaxed environment than traditional classroom learning, always keeping the educational aspect as a base.

Teachers need: To be tutors:

The teacher acts as a mediator and tutor, presenting a sequence of knowledge and answering questions without directly interfering with the students' work.

Students need To be protagonists: Everyone learns in a different way. When only one method is used in the educational process, learning is limited. For the student to be the agent of their knowledge construction, it is necessary to resort to active methodologies. This type of approach puts students in active positions during classes, making them protagonists in the creation of knowledge. When differentiated methods are used, it increases the possibility that more students will develop in different ways.

Students need To be team players: The activities in robotics are towards teamwork. In order to work properly, groups need to work together and explore the skills of each member. Each student needs to understand what their role is and to be humble to accept the suggestions of colleagues, reaching a common ground.

Students need To think logically: In robotics classes, problems are presented that must be solved, which requires a lot of concentration and a logical sequence to accomplish the task. If there is no link between the initiatives necessary to solve a problem, students will be lost and will not have a good performance. This aspect shows how logical reasoning is indispensable for the assembly of a script in order to obtain the expected result. The challenges are fundamental for the formation of critical thinking.

Students need To be creative: Robot programming is a challenge that greatly stimulates creativity, because students are forced to step out of their comfort zone. In other words, they must think of practical and efficient solutions to solve a demand as quickly as possible.

Sources https://www.codebuddy.com.br/blog/5-motivos-ensinar-robotica-para-criancas-desde-cedo/ https://escolasdisruptivas.com.br/steam/o-que-e-robotica-educacional-e-como-implantar-naescola/ https://blog.redebatista.edu.br/robotica-na-escola/ https://fia.com.br/blog/robotica-educacional/ https://blog.flexge.com/tecnologia-sala-de-aula-vantagens-desvantagens/ https://escolasdisruptivas.com.br/steam/robotica/ https://repositorio.iscte-iul.pt/bitstream/10071/19526/4/master_milay_barreto_esteves.pdf

G N I H C A E T E INNOVAMTEIVTHODS

ONS I S S E R RS IMP E H C A E T

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

Our third meeting took place in Portugal at the vocational school Fundação de Ensino Profissional da Praia da Vitória. This time we focused on Robotics: How to Prepare students for the future. Nowadays educational robotics is often seen as a tool to foster 21st century skills. I have heard about robotics applied in teaching and the positive impact it has on students‘ problem solving skills. Yet, I have never had the opportunity to get in touch with this new educational tool. It was amazing to hear from the Portuguese students and teachers what you can achieve with robotics. We heard about Robotics festivals, Competitions and scientific meetings. I liked the robotics club at the school, I hope I can introduce the idea at my school. I retured from this meeting with a lot of new ideas and impressions of this fascinating island of the Azores. Eva Coordinator

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

After a long flight we reached Terceira very tired at midnight. But the long journey was more than worth it. On the first day we visited the school in Praia de la Vitoria. I was particularly impressed by the cooking facilities with their own show stoves. The students diligently peeled vegetables and prepared a delicious lunch for us. I was deeply impressed by the robotics lessons, as I teach business informatics myself. Robotics has become an integral part of our everyday lives. It was really interesting to discuss the pros and cons of bringing robotics to the classroom. Due to this new form of teaching, the tasks of the teacher, but also the equipment in the schools must change. Students will be put in an active position to create their own knowledge. Our students clearly enjoyed putting on a robot glove or racing on a programmed race track. The beauty of the island with the beautiful beaches, the lush vegetation and the interesting cities will remain in my memory forever. Sissy

G N I H C A E T E INNOVAMTEIVTHODS SPAIN

At our meeting in Praia da Vitoria we worked on robotics. During the working day, we learned about the possibilities that robotics offers us in the world of education. Although this branch of technology has undergone a spectacular development in recent years, its application in the field of education is not so present and in this meeting we were able to learn about different technologies that can be applied to teaching in the classroom. The students were able to develop their own projects with different tools and finally they showed us some excellent and very diverse projects that gave us an idea of how to use this technology in the school. The use of robotics allows students to acquire mathematical, physical or mechanical concepts in a fun way and encourages experimentation. As a consequence, it helps them to improve the acquisition of skills that are part of school curricula.

G N I H C A E T E INNOVAMTEIVTHODS ITALY

On the Island of Terceira we have discovered the old core of a little universe in the middle of the Ocean and the latest tools of technological progress! Our students appreciated the genuinely comfortable learning context provided by the modern vocational school that hosted us on the third Erasmus + project meeting, while we teachers could share experiences and points of view on how robotics can be a starting point for a new didactic strategy even for students who are used to a completely different learning environment. Marinella Pistis

G N I H C A E T E INNOVAMTEIVTHODS ITALY

forgettable n u d n a dible ng n an incre e e b s third meeti a h + , s s u e r m o s ç a A , e Er a Terceira s robotics tudents. Th s d r a d g n e a r Visiting Ilh s s r a e ach ities at both for te on on activ ti e c a r n e ie p s aware th r o u e o p c e x d e c a ti s m ia e s u issu . in an enth important is th g future lives n r li involved us k u c o a e T c l. n o a enh local scho d will surely n a s e held at the g ta n va l provide ad robotics wil ino Anna Stoch

During this trip we discovered a beautiful place away from our island, but, despite the distance between Terceira and Sardinia, we felt really close in many aspects of our daily life. The wonder of the landscapes, the simple life and the slow pace of man in close contact with nature, the insularity and the distances that it creates. At the same time, we strongly felt that the intensity of the journey, the desire to know and discover new and different realities emanates. All these elements are capable of creating bridges and sharing, making common an idea of the future that overcomes all physical and cultural barriers. Luigi Sotgiu

G N I H C A E T E INNOVAMTEIVTHODS

AL PORTUG

Marta- It was a fruitful week for the project. The students had the opportunity to interact with instruments of Robotics, produce an object on the 3D printer, learn more about the history of Robotics, what each country has to offer in the scientific field and innovation. The teachers had the opportunity to discuss the importance of Robotics in education; to further prepare the meeting in Spain and to also interact with instruments of Robotics.

to be able o t d n a l o our scho t a s r e n rt lub. e our pa botics C m o o R lc e e h w t asure to es and in le s s p la a c s s a ic It w ron Sandrahe Elect t in o d at we share wh

Alcides- D uring the week som practical w e robotics ay. I think th concepts w e students ere introd interacted uced in a quite well in very the class ac tivities.

INNOVATIVE TEACHING METHODS SPAIN MEETING

G N I H C A E T E INNOVAMTEIVTHODS

P PRE

IO T A R

IN SPA

IN EET

G N I H C A E T E S V I T A V O N N I METHOD

CHIARA Virtual Reality and Communication Skills

https://www.youtube.com/watch?v=YfVJoSkixt8

G N I H C A E T E S V I T A V O N N I METHOD

CODEWEEK EU

and

G N I H C A E T E INNOVAMTEIVTHODS SPAIN

The phrase “virtual reality” often conjures images of gamers sitting in front of a screen. But this technology has hundreds of practical applications beyond entertainment and it’s particularly useful for STEM students of all backgrounds and disciplines.The fundamental aspect of this LTTA is the contact and subsequent learning of virtual reality technology. Virtual Reality is a learning technique where the environment adapts to the learner. By providing remediation on-demand, learners gain greater understanding of a topic while stimulating discovery and learning. The methodology includes lectures, presentations, team-working, web resources, collaborative working, self and group assessment and evaluation. One of the objectives is to develop social skills, in this LTTA students will use virtual reality as a tool to aquire empathy.Virtual reality enables the creation of any surrounding. Students should learn how to respect diversity and how to interact in a diverse group. For this matter VR can be a great tool to teach students how to experience empathy.

G N I H C A E T E INNOVAMTEIVTHODS

IN SPA

IN T E E

The Top Online Threats for Kids There are a number of potential dangers in cyberspace, but these are the top three threats 1. Cyberbullying: Almost 34% of kids aged 12–17 have been cyberbullied at some point in their life, and 11.5% have bullied someone else online. Cyberbullying is any aggressive, threatening, or mean-spirited activity conducted via electronic communication (email, social media posts, text messages, etc.). Girls are more likely to be the victims of cyberbullying and more boys admit to bullying others online.

2. Online predators: Adults who use the internet to entice children for sexual or other types of abusive exploitation are considered online predators. Child victims can be as young as one or as old as 17. When it comes to online enticement, girls make up the majority (78%) of child victims—while the majority (82%) of online predators are male. And 98% of online predators have never met their child targets in real life.

3. Exposure to inappropriate content: Inappropriate content is one of the most common online threats that kids encounter. Everything from vulgar language and hate speech to graphically violent or sexual images can have a harmful effect on an

impressionable child. Over 55% of tweens (kids aged 10– 12) have been exposed to violent content on the internet, and nearly 60% have come across sexually explicit

Bully: What to do

CYBERSECURITY & CYBERBULLYING ANGELA, JULIA, HUDA, CELINE, VIKTORIA

WHAT IS CYBERSECURITY?  a collection of guidelines, concepts and measures to protect personal data.  physical protection  comprehensive measures to secure company networks & personal identities  individual devices and entire IT systems  valuable data.

WHAT CYBER THREATS ARE THERE?  Phishing scams  Internet fraud  Online intellectual property infringements  Identity theft  Online harassment and cyberstalking

HOW CAN YOU PROTECT YOURSELF AGAINST IT?  Update your software and operating system  Use antivirus software  Use strong passwords  Do not open email attachments from unknown senders  Do not click links in emails from unknown senders or websites

 Avoid using unsecured Wi-Fi networks in public places

WHAT IS CYBERBULLYING?  bullying with the use of digital technologies  on social media, messaging platforms, gaming platforms and mobile phones.  repeated behaviour, aimed at scaring, angering or shaming

Examples include:  spreading lies about or posting embarrassing photos or videos

 sending hurtful, abusive or threatening messages, images or videos  impersonating someone and sending mean messages

USE OF SOCIAL MEDIA BY TEENAGERS

 ability to instantly connect with others  share their lives through photos,

videos and status updates,  problems

HOW TO PREVENT IT  who can see your profile? send you direct messages? Comment?  account privacy

settings.  report hurtful comments, messages, photos & videos  completely block people  by certain people to appear only to them  delete posts or hide them from specific people.

ANTI-BULLYING CAMPAIGNS AT SCHOOL  huge impact on kids  programs don't have to be major  program encourages engagement & communication

 1. Make it comprehensive  2. Focus on the positive

 3. Make it long term

THANK YOU FOR YOUR ATTENTION

Cybersecurity D. Andrea, P. Marinella, C. Nicolò, D. Màrcò, M. Mìrà Gracias

Gracias

What is Cybersecurity  Cybersecurity consists of defending computers, servers, mobile devices, electronic systems, networks and data from malicious attacks. It is also known as cyber security or electronic information security. Cybersecurity applies to various contexts, from business to mobile computing, and can be divided into different categories.

Edited by Andrea

Gracias

What is Cybersecurity Edited by Andrea

Gracias

DIRTY WORDS ON THE WEB

 Nowadays the excessive use of words in social media makes the presence of dirty words almost normal  Many websites have a strict policy and impose a clean vocabulary on their subscribers  For sharing profanities or blasphemies on the web you risk a fine

Edited by Mira

Gracias

VIOLENCE ON THE WEB

It happens more and more often to find images or videos that even in the form of a game or joke offer violent or inappropriate content. Although these kind of content is generally reserved for an adult audience, children can also access it easily. Today’s kids have access to a lot of information. Often these are not filtered or checked and this can be harmful.

Edited by Nicolò

Gracias

SITES THAT INCITE VANDALISM, CRIME, TERRORISM AND RACISM Nowadays we often hear about terrorist attacks, vandalism, organized crime and racism. most of these attacks are organized through social networks. The problem with these social networks is that anyone can access them and be influenced to commit acts of terrorism or vandalism.

One solution may can be to increase safety in social media and teach children from an early age to respect and use the nonviolence Edited by Marco

Gracias

SITES THAT INCITE SUICIDE AND EATING DISORDERS  Many social platforms are used to spread messages and information that instigate eating disorders.

 The media and websites have also become one of the main sources of information and promotion on suicidal behaviour  In 2008 was presented the first bill to punish the authors of this sites.

Edited by Marinella

Gracias

Gracias para tu atenciòn/ Thank you for your attention/Agradecim entos para sua atenção/danke für Ihre Aufmerksamkeit

Gracias Gracias, Andrea, Mira, Marinella, Marco, Nicolò

G N I H C A E T E INNOVAMTEIVTHODS

GYMKANA

G N I H C A E T E INNOVAMTEIVTHODS GYMKANA

G N I H C A E T E INNOVAMTEIVTHODS SS ES VR GLA

TUTORIAL: GET STARTED - ASSEMBLE

CARDBOARD VR GLASSES

DESCRIPTION HOW TO ASSEMBLE CARDBOARD VR GLASSES

Your package contains:

2 Lenses

1 Template for the Lenses

2 Templates for the glasses frame

2 Magnets

Velcro

Elastic band

Protectors

Rubber band

Instructions

STEPS:

1. We prepare the cardboard templates by removing the marked parts

2. Place de lenses in the lenses template

Important!!

Make the convex lens side toward the phone, just like our eyes!! You have a video explanation in the Activity Resources

3. Assemble the template of the lenses with the templates of the glasses.

4. Place the nose template inside the template of the glasses before closing it

5. Close the template of the glasses

6. Hold it with a rubber band

7. Place the magnets on the template of the glasses, one outside and one inside, both in the spaces intended for them.

8. Put the velcros

9. Remove the velcros protectors

10. Stick the mobile protector on the template

11. Close the template of the glasses so that the velcro sticks on the closure and stick the felt protector on the contact surface of the glasses with the face

12. Glue the velcro of the elastic band.

13. Put the elastic band that will hold the glasses to the head

14. Put the mobile inside the glasses.

15. We already have our VR glasses ready to work.

ACTIVITY - ASSAMBLE CARDBOARD VR GLASSES Objectives: ●

Learn to assemble VR glasses

●

Watch VR videos with VR glasses

●

Learn about educational videos in VR

Resources: ● ● ● ●

Package Cardboard VR Glasses. Mobile Device QR Reader Internet

Main Task We are going to divide the activity into different steps. 1. First, we have to assemble Cardboard VR Glasses. 2. Once we assemble the glasses, we must test it with some VR’s video. a. Scan the VR video QR b. Test your glasses with these videos. 3. Finally, fill the activity sheet

Steps 1.

First step: Assemble Cardboard VR Glasses. a. Use (download) the following link to open the Tutorial to assemble Cardboard VR Glasses: TUTORIAL b. Follow the steps in the tutorial (if you have problems, you can watch THIS VIDEO) c. Make sure Cardboard VR Glasses are well assembled

Second step: Test your VR glasses a. Scan the VR videos QR (from the table below) b. To start playback, tap the play button. c. d. e. f.

Tap the Cardboard icon . The screen will split into two smaller screens. Insert your phone into Cardboard. Look around to view the video in VR360 degrees. Enjoy!:

TEACHERS and STUDENTS Solar System

Inside the body

How does a drunk driver feel?

OPTIONAL Learn English

Enjoy!

Third step: Fill de activity sheet

IF YOU ARE TEACHER, FILL IT https://forms.gle/q3ZzF3APF6QK1AkM8

IF YOU ARE STUDENT, FILL IT https://forms.gle/X2MomrfHEGrMscKN9

Additional Resources: ● ● ●

● ● ●

App mobile iOS App mobile ANDROID Homido Player VR: IOS

ANDROID

https://apps.apple.com/es/app/homido-360-vr -player/id909196467

https://play.google.com/store/apps/details?i d=com.homido.homidoplayer

Video about VR glasses: https://www.youtube.com/watch?v=-KqJAUIG5M8 How can I watch VR videos on youtube: https://support.google.com/youtube/answer/6239930?hl=en Videos VR 360: ○ How does a drunk driver feel?:https://www.youtube.com/watch?v=Cix-__AYLBo ○ Inside the body: https://www.youtube.com/watch?v=kw9EJbezlK4 ○ Learning english: https://www.youtube.com/watch?v=qOsjylgiVro ○ System Solar: https://www.youtube.com/watch?v=0ytyMKa8aps

Time: 1 hour

Date: 03 May 2022 Activity: Assemble Cardboard VR Glasses - STUDENT

Date: 03 May 2022 Activity: Assemble Cardboard VR Glasses - TEACHERS

G N I H C A E T E INNOVAMTEIVTHODS SS ES VR GLA

360º CAMERA Characteristics and use

360º PICTURES and VIDEOS

How do we take 360º pictures and video?

360º CAMERA

How does a 360 camera work?

360 cameras

3395€

1400€

795€

120€

I have the photos, and now?

Tour Virtual A visual representation of a specific location in a panoramic and 360-degree view can be attained with virtual tour software

Who uses Virtual Tour?

Virtual Tour Software 3D Models https://sketchfab.com/

Explore Cities https://www.360cities.net/

Google Arts & Culture https://artsandculture.google.com/

Panoroo http://panoroo.com

Examples 3D Italy https://sketchfab.com/3d-models/nuraghe-palmavera-sardegna-italy-481852abd8e64dd1b48391fac991b847 https://sketchfab.com/3d-models/nuraghe-la-prisgiona-399425afb5b948b2acd0bf9dd3273116 Portugal https://sketchfab.com/3d-models/terceira-azores-9a721f1ea59b404e9c74ad67132110d9 https://sketchfab.com/3d-models/sao-miguel-azores-portugal-3f9a2b12df96449db0176951f9044dc1 Heart and lung https://sketchfab.com/3d-models/heart-lungs-pulmonary-blood-circulation-464bef3ed2af444e8255059b9e07dcef Vienna https://sketchfab.com/3d-models/st-stephens-cathedralgothicscan-af95df358fb149858f9e79271cb30b60

360º PICTURES Ihttps://www.360cities.net/image/tiscali-sardinia https://www.360cities.net/image/schonbrunn-palace-wien-autriche

Our Examples https://iesbezmiliana.es/drops/d.html http://iesbezmiliana.es/bezmiliana360/

PRACTICES Virtual Tour Renewable Energy Interactive Paroname Guided Tour Icons

How create a Virtual Tour 3D Games – Google Arts Play with famous painters

Virtual Tour Digital technologies and virtualizations are allowing people to experience and virtualize from wherever they are. Some of the top Virtual Tour Software solutions are adopted by several segments, to provide exceptional and unbelievable experience to the customers. What is Virtual Tour Software? A visual representation of a specific location in a panoramic and 360-degree view can be attained with virtual tour software. Without a physical presence, the users can visit the place with this tool.

Who uses Virtual Tour?

Features of Virtual Tour Software

Why is Virtual Tour essential? Virtual Tour is very critical for businesses these days. With this technology you can fetch more exposure to your projects, especially in the real estate industry. Let’s have a quick discussion in what ways virtual tour is vital for different types of businesses:

There are varieties of virtual tour software in the market. If you want to explore the best free and open-source virtual tour tool for your business, then check out the following top-quality list of the same.

3D Models https://sketchfab.com/

Explore Cities https://www.360cities.net/ Google Arts & Culture https://artsandculture.google.com/

Let’s move ahead to know the details of the free and open-source virtual tour software: Panoroo http://panoroo.com 360 Cities https://schools.360cities.net/

Renewable energy TEACHERS’ GUIDE

30 minutes to complete the guided tour. Science, climate change, social conscience, biology, geology

Guided Tour Contents Introduction Slide 10 Info Slides 9 Interactive Panoramas Vocabulary Slide 1 Review Slides

Guided Tour Icons:

Renewable energy TEACHERS’ GUIDE

WHAT YOU’LL FIND INSIDE There are three kind of slides: Learning objectives / information slides, panorama slides, and review slides. As you and your students go through the guided tour you’ll find learning objectives slides which are followed by immersive 360° panoramas that highlight examples of the relevant concepts, show renowable energy, and get students to engage with and think about related topics. Each interactive panorama features clearly identified tasks and activities that students can easily navigate via buttons and instructions. At the end of the Guided Tour you’ll find a “Test your knowledge about Renewable Energy ” slide, which allows your students to review those concepts covered in the Guided Tour. This Teacher's Guide contains definitions of the concepts. The test contain multiple choice questions that students can use to check their understanding. Each question has two or three possible answers for students to select from. You can read each learning objective slide out loud to your class before letting them explore the panoramas on their own.

Renewable energy TEACHERS’ GUIDE

Learning Objectives Read each learning objective slide out of loud for the class. Then, explore the panoramas after each learning objective to let your students embrace

Identify the importance of renowable energy—Slide 1 Renewable energies are sources of clean, inexhaustible and increasingly competitive energy. They differ from fossil fuels principally in their diversity, abundance and potential for use anywhere on the planet, but above all in that they produce neither greenhouse gases – which cause climate change – nor polluting emissions. Their costs are also falling and at a sustainable rate, whereas the general cost trend for fossil fuels is in the opposite direction in spite of their present volatility. Growth in clean energies is unstoppable, as reflected in statistics produced annually by the International Energy Agency (IEA): they represented nearly half of all new electricity generation capacity installed in 2014, when they constituted the second biggest source of electricity worldwide, behind coal. According to the IEA, world electricity demand will have increased by 70% by 2040 - its share of final energy use rising from 18 to 24% during the same period – driven mainly by the emerging economies of India, China, Africa, the Middle East and South-East Asia.

Renewable energy TEACHERS’ GUIDE

Identify renewable energy sources—Slide 1 Solar energy from the sun Geothermal energy from heat inside the earth Wind energy Biomass from plants Hydropower from flowing wáter Tildal from tides

How to work Hydropower energy—Slide 2,3 and 4 Hydropower technologies generate power by using the elevation difference, created by a dam or diversion structure, of water flowing in on one side and out, far below, on the other. WHAT ARE THE BENEFITS OF HYDROPOWER? The benefits of hydropower have been recognized and harnessed for thousands of years. In addition to being a clean and cost-effective form of energy, hydropower plants can provide power to the grid immediately, serving as a flexible and reliable form of backup power during major electricity outages or disruptions. Hydropower also produces a number of benefits outside of electricity generation, such as flood control, irrigation support, and water supply.

Renewable energy TEACHERS’ GUIDE

How to work Wind energy—Slide 5 and 6 Wind energy, which transforms the power of an inexhaustible resource such as wind into electricity, is a sustainable and valuable investment for the future. Utilising wind requires the construction of wind farms, either on land or at high sea, with dozens of wind turbines. Wind energy is energy obtained from the force of the wind. How? Through a wind turbine that transforms the kinetic energy of air currents into electrical energy. The energy is mainly extracted with the rotor, which transforms the kinetic energy into mechanical energy, and with the generator, which transforms this mechanical energy into electrical energy. We are talking about a renewable, efficient, mature and secure energy that is key to the energy transition and the decarbonisation of the economy.

How to work Solar energy—Slide 7 and 8 The amount of sunlight that strikes the earth's surface in an hour and a half is enough to handle the entire world's energy consumption for a full year. Solar technologies convert sunlight into electrical energy either through photovoltaic (PV) panels or through mirrors that concentrate solar radiation. This energy can be used to generate electricity or be stored in batteries or thermal storage. The potential for solar energy is enormous, since about 200,000 times the world’s total daily electric-generating capacity is received by Earth every day in the form of solar energy. Unfortunately, though solar energy itself is free, the high cost of its collection, conversion, and storage still limits its exploitation in many places. Solar radiation can be converted either into thermal energy (heat) or into electrical energy, though the former is easier to accomplish.

Renewable energy TEACHERS’ GUIDE

How to work Tidal energy—Slide 9 and 10 Tidal energy is a renewable energy powered by the natural rise and fall of ocean tides and currents. Some of these technologies include turbines and paddles. Tidal energy is produced by the surge of ocean waters during the rise and fall of tides. Tidal energy is a renewable source of energy. During the 20th century, engineers developed ways to use tidal movement to generate electricity in areas where there is a significant tidal range—the difference in area between high tide and low tide. All methods use special generators to convert tidal energy into electricity. Tidal energy production is still in its infancy. The amount of power produced so far has been small. There are very few commercial-sized tidal power plants operating in the world. The first was located in La Rance, France. The largest facility is the Sihwa Lake Tidal Power Station in South Korea. The United States has no tidal plants and only a few sites where tidal energy could be produced at a reasonable price.

Things You Might Say We’ve listed the things your students will see in each panorama. You can use this information to encourage them to explore, spark a discussion, and point out certain things you all have observed.

Renewable energy TEACHERS’ GUIDE

Review what you have learned - These quiz/review questions are built into the student experience to enable them to evaluate themselves. - You can also use these questions as discussion or writing prompts instead of or in addition to the quiz/review

Renewable energy TEACHERS’ GUIDE

TEACHERS’ GUIDE

TITLE

Picture

Time to complete the guided tour. Subjects

Guided Tour Contents

Introduction Slide Number of Info Slides Number of Interactive Panoramas Vocabulary Slide Word 1: Meaning Number of Review Slides

Guided Tour Icons:

TEACHERS’ GUIDE

What you will find inside There are three kinds of slides: Learning objectives / information slides, panorama slides, and review slides. As you and your students go through the guided tour you’ll find learning objectives slides which are followed by immersive 360° panoramas that highlight examples of the relevant concepts, show topic name, and get students to engage with and think about related topics. Each interactive panorama features clearly identified tasks and activities that students can easily navigate via buttons and instructions. At the end of the Guided Tour you’ll find a “Test your knowledge about topic name” slide, which allows your students to review those concepts covered in the Guided Tour. This Teacher's Guide contains definitions of the concepts. The test contains multiple choice questions that students can use to check their understanding. Each question has two or three possible answers for students to select from. You can read each learning objective slide out loud to your class before letting them explore the panoramas on their own.

TEACHERS’ GUIDE

Learning Objectives Read each learning objective slide out of loud for the class. Then, explore the panoramas after each learning objective to let your students embrace the ideas and concepts.

You have to describe Learning Objectives for each slide

Describe—Slide 1 Describe—Slide 2

Describe—Slide N

Things You Might Say We have listed the things your students will see in each panorama. You can use this information to encourage them to explore, spark a discussion, and point out certain things you all have observed.

Virtual Tour Activity - Students Digital technologies and virtualizations are allowing people to experience and virtualize from wherever they are. Some of the top Virtual Tour Software solutions are adopted by several segments, to provide exceptional and unbelievable experience to the customers. What Virtual Tour Software we are going to use? A visual representation of a specific location in a panoramic and 360-degree view can be attained with virtual tour software. Without a physical presence, the users can visit the place with this tool. https://www.360cities.net/ School Version 360schools is a unique immersive 360° / VR education service for teachers and their students. https://schools.360cities.net/ “This alpha version of our service provides access to our vast collection of over 350,000 stunning, high-resolution 360° panoramas of safe and educationally relevant historical, cultural, and just plain beautiful locations from around the world. You can search for 360° panoramas by keyword or by using our interactive world map and share with your students. You can also embed our 360° panoramas into class blogs, LMS class feeds, and other websites that you use in your educational activities. We also invite you and your students to create Guided Tours with our easy to use Guided Tour Editor. Guided Tours are interactive, immersive journeys featuring 360° panoramas from our unique collection and are easy to use on computers, smartphones, tablets, and on VR headsets.” https://youtu.be/FUKqA6t-pfM

1. View the next virtual tour https://schools.360cities.net/guided-tour/4C2cMMgdHHFiEuLe5yxqog/renewableenergy 2. Notice the different parts of the above virtual tour  Introduction Slide  Info Slides  Interactive Panoramas  Feedback  Guided Tour Icons: o Text o Image o Video o Google Form 3. Sign up in https://schools.360cities.net/

You’re in class and your teacher just explained “Architecture of cathedrals and great churches”     

Romanesque Gothic Renaissance Baroque Byzantine

The teacher assigns you homework, you have to compare the characteristics of each style and show an example of each style.

4. In the following map the teacher tells you which cathedrals or churches you need to analyse and compare https://padlet.com/mdaranda/j7tj5qo7sbzzjbfq

5. You have to create a Virtual Tour, similar to the previous one. You have to follow the same structure. a. b. c. d.

Introduction Slide Info Slides Interactive Panoramas Feedback

And you have to use Guided Tour Icons:

e. f. g. h.

Text Image Video Google Form

Presentation content per cathedral or church  Picture  Style (gothic, baroque, byzantine… )  Style characteristics Complete the follow table and add the number of rows you need Where? https://drive.google.com/drive/folders/17Idyq4qzxaTxX0XPcW94nd2C16XU_Me?usp=sharing

Virtual Tour Students Activity Yellow Group 04/05/2022 Date Our beautiful cathedrals Title

Brief description

This is a tour which mostrate you the cathedrals from Italy, Spain and Austria.

Link

https://schools.360cities.net/guidedtour/a4iDEXZTs2K4cFiIvQk0rg/our-cathedrals

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Virtual Tour Students Activity Mira,Jose, Julia, Bertrand Group 4 May 2022 Date Green architecture . Title Europoa Cathedrals Tour Brief description

Link

Slide 1

https://schools.360cities.net/guidedtour/k1H7Gq0oO9Kj4SQ8zgeNhw/green-team-tour

Slide 2

Slide 3

Slide 4

Slide 5

Virtual Tour Students Activity Red Group 04-05-22 Date CATHEDRALS Title Studying the cathedrals Brief description

Link

Slide 1

https://schools.360cities.net/guided-tour/NCqbkzeEDS4hqpVdPPb6Q/360-tour-red-team https://schools.360cities.net/guidedtour/d6beIHBAFTIFWlMqTyqkCA/360-tour-red-team-2 https://schools.360cities.net/guidedtour/56hERjkteucTJ7KbMuQkpA/360-tour-red-team-3

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Virtual Tour Students Activity WHITE Group 04/05/2022 Date Cathedrals Title Cathedral project Brief description

Link

Slide 1

https://schools.360cities.net/guided-tour/Vfi5z2FhI7L_TW_kFHnIQ/european-cathedrals

Slide 2

Slide 3

Slide 4

Slide 5

Virtual Tour Students Activity Blue Group 04/05/2022 Date Our cathedrals Title

Brief description

Link

https://schools.360cities.net/guidedtour/Rwu_wVHmpBjw2aKbAfqUKA/blue-team-tour

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

G N I H C A E T E INNOVAMTEIVTHODS L TOUR A U T R I V

ACTIVITY : A VISIT TO THE MUSEUM 1. Objective: Use of virtual reality tools in the classroom. 2. Resources: Google Arts: https://artsandculture.google.com/ schools360cities: https://schools.360cities.net/ Lightshot (A program to make screenshots): https://lightshot.site/

3. Main Task Locate a famous painting within the corresponding museum. We are going to divide the activity into different steps. 1. First, we have to discover which is our picture by solving a puzzle. When we have achieved it, we will know the name of the painting, its author and in which museum we can see it. 2. We will travel to the city where the museum is located and on our way to the museum we will discover some of the most famous buildings in the city. 3. Once we arrive at the museum, we must locate our painting in one of its rooms. As you progress, you must fill in the corresponding activity sheet. https://docs.google.com/document/d/1iEMW3DXGbbYX96aIKcJ7dNed0VQmgtT4/edit?usp=sh aring&ouid=105384245195504620146&rtpof=true&sd=true 1.

First step: Discovering the picture.

Use the following link to access the puzzle that you must solve: https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9kOTc1czc5cnMiLCJnYWxsZXJ5IjpudWxsfQ..

Second step: Visiting to the city

Now that you know which city the museum is in, let's take a walk using the app https://schools.360cities.net/ ●

The first thing we will do is create a free account and log in with our user.

●

Then select World Map

●

Enter the name of the city you are looking for and you will be able to see a map of the city with all the points where there are 360 images

●

Locate the central station of the city and look for a 360 image of it.

You can share the 360 image, or use your 3d glasses to see it. ●

From the station we will go to visit some famous places. Choose 2 places that you would like to visit in the city.

3. Third step: Entering the museum We have already arrived at the museum, let's go find our painting! ●

Open the web page https://artsandculture.google.com/ and click on the search icon. Enter the name of the museum

●

On the results page, locate the museum views.

●

Enter the museum and find the painting. Good luck

4. Time: 1 hour

Students Activity table Team Date Activity

Blue 04.05.2022 GoogleArts

First Step: Discovering the picture What's the painting?

name

the The Plain of Auvers

Who is the author?

Vincent van Gogh

In which museum can you see it?

Belvedere

Insert here an image of the complete puzzle when you have finished it. Google Arts will congratulate you!

Second Step Going to the museum Insert a picture of the central station.

Insert the QR code to share the image.

What is the first place you are going to visit?

Wiener Prater

What do you like about this site?

the attractions and the rollercoasters

Insert a picture of the 1st place you have chosen.

Insert the QR code to share the image.

What is the second place you are going to visit? Why have you chosen it?

Schloss Schoenbrunn It is a beautiful castle and it has a lot of history.

Insert a picture of the 2nd place you have chosen.

Insert the QR code to share the image.

Third Step Visiting to the museum Insert a picture of the museum.

Insert the QR code to share the image.

Where is the picture?

Belvedere, Vienna

Students Activity table Team Date Activity

Green Team 4 May 2022 ACTIVITY : A VISIT TO THE MUSEUM

First Step: Discovering the picture What's the painting?

name

the The Tower of Babel

Who is the author?

Pieter Bruegel the Elder

In which museum can you see it?

Kunsthistorisches Museum Wien

Insert here an image of the complete puzzle when you have finished it. Google Arts will congratulate you!

Second Step Going to the museum Insert a picture of the central station.

Insert the QR code to share the image.

What is the first place you are going to visit? What do you like about this site?

Wien, Stephansdom, High Choir We like the cathedral of St. Stephen and the square

Insert a picture of the 1st place you have chosen.

Insert the QR code to share the image.

What is the second place you are going to visit? Why have you chosen it?

Wien Prater Riesenrad- Ferris Wheel - Vienna Because it’s an interesting place in which you can have fun everytime.

Insert a picture of the 2nd place you have chosen.

Insert the QR code to share the image.

Third Step Visiting to the museum Insert a picture of the museum.

Insert the QR code to share the image.

Where is the picture?

In the museum (?)

Students Activity table Team Date Activity

Red Team 04-05-22 1

First Step: Discovering the picture What's the painting?

name

the The girl with the Pearl Earring

Who is the author?

Johannes Vermeer

In which museum can you see it?

mauritshuis

Insert here an image of the complete puzzle when you have finished it. Google Arts will congratulate you!

Second Step Going to the museum Insert a picture of the central station.

Insert the QR code to share the image.

What is the first place you are going to visit?

Paleis van justite

What do you like about this site?

You can visit any sight all the time

Insert a picture of the 1st place you have chosen.

Insert the QR code to share the image.

What is the second place you are going to visit? Why have you chosen it?

Parnassusplein It looks interesting

Insert a picture of the 2nd place you have chosen.

Insert the QR code to share the image.

Third Step Visiting to the museum

Insert a picture of the museum.

Insert the QR code to share the image.

Where is the picture?

Old Building first floor

Students Activity table Team Date Activity

White 04/05/2022 Search a picture in its musem

First Step: Discovering the picture What's the painting?

name

the The Milkmaid

Who is the author?

Johannes Vermeer

In which museum can you see it?

Ruks Museum

Insert here an image of the complete puzzle when you have finished it. Google Arts will congratulate you!

Second Step Going to the museum

Insert the QR code to share the image.

What is the first place you are arty Jordaan going to visit? What do you like about this site? Insert a picture of the 1st place you have chosen.

Insert the QR code to share the image.

everything

What is the second place you are going to visit?

Majestic buildings in Museumplein

Why have you chosen it?

Because its majestic

Insert a picture of the 2nd place you have chosen.

Insert the QR code to share the image.

Third Step Visiting to the museum Insert a picture of the museum.

Insert the QR code to share the image.

Where is the picture?

In the first floor.

Students Activity table Team Date Activity

yellow 04/05/2022 discover the art

First Step: Discovering the picture What's the painting?

name

the The Dancing Class

Who is the author?

Edgar Degas

In which museum can you see it?

The Metropolitan Museum From art

Insert here an image of the complete puzzle when you have finished it. Google Arts will congratulate you!

Second Step Going to the museum Insert a picture of the central station.

Insert the QR code to share the image.

What is the first place you are The Metropolitan Museum From art going to visit? What do you like about this site?

the works of art

Insert a picture of the 1st place you have chosen.

Insert the QR code to share the image.

What is the second place you are going to visit?

central park

Why have you chosen it?

so beautiful place

Insert a picture of the 2nd place you have chosen.

Insert the QR code to share the image.

Third Step Visiting to the museum Insert a picture of the museum.

Insert the QR code to share the image.

Where is the picture?

RijksMuseum (The milkmaid, Johannes Vermeer) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il8yenlka2o3a3YiLCJnYWxsZXJ5IjpudWxsfQ Mauritshuis (Portrait of Queen Beatrix, Andy Warhol) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9iaDM5OTg5Y3IiLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art NY (Cypresses, Van Gogh)

https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il93amp2ejloZjAiLCJnYWxsZXJ5IjpudWxsfQ.. Mauritshuis (Girl with a Pearl Earring, Johannes Vermeer) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il92N3ZicnZ4bmsiLCJnYWxsZXJ5IjpudWxsfQ.. Museo Robert Brady (Self Portrait with Monkey, Frida Kahlo)

https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9ncTQ5NGFhZGgiLCJnYWxsZXJ5IjpudWxsfQ.. La Galleria Nazionale (Grande A con nero, rosso, grigio, giallo e blu, Piet Mondrian) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il83azdxbGpoa2YiLCJnYWxsZXJ5IjpudWxsfQ.. SMK Statens Museum for Kunst (Portrait of Madame Matisse. The Green Line, Henri Matisse) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il8xNmI5YzhjMDAiLCJnYWxsZXJ5IjpudWxsfQ.. Kunsthistorisches Museum Wien (The Tower of Babel, Pieter Bruegel the Elder) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9hYjh5MnF2N3IiLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art NY (the Wave off Kanagawa, Hokusai) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il92bGFjZWo1b3EiLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art NY (The Dancing Class, Edgar Degas) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9zYnZvdWcxamUiLCJnYWxsZXJ5IjpudWxsfQ.. RijksMuseum (Children of the Sea, Jozef Israëls) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9oaHprbnB2NXQiLCJnYWxsZXJ5IjpudWxsfQ.. National Gallery of Art, Washington DC (Cape Cod Evening, Edward Hopper) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il83enY2NnI1azkiLCJnYWxsZXJ5IjpudWxsfQ.. The National Gallery, London (The Beach at Trouville, Claude Monet) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il96ZmIzaTRzNXciLCJnYWxsZXJ5IjpudWxsfQ..

The Elder Museum of Fine Arts, Budapest (The Garden of Eden with the Fall of Man, Jan Brueghel) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9iYXUxemVzaDgiLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art (Two Tahitian Women, Paul Gauguin) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il8xbnR6bGhsbngiLCJnYWxsZXJ5IjpudWxsfQ.. Belvedere (Rocky Landscape in the Elbe Sandstone Mountains, Caspar David Friedrich) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il84aDQydWxkN2UiLCJnYWxsZXJ5IjpudWxsfQ.. Belvedere (The Plain of Auvers, Vincent van Gogh) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9jOWxiNHg1Zm8iLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art (The Veteran in a New Field, Winslow Homer) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9vNGNzZndoOTYiLCJnYWxsZXJ5IjpudWxsfQ.. The National Gallery, London (Bathers at La Grenouillère, Claude Monet) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il81ZW14NWpqdDkiLCJnYWxsZXJ5IjpudWxsfQ.. Van Gogh Museum (The harvest, Vincent van Gogh) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9mNWgzanB4ZDYiLCJnYWxsZXJ5IjpudWxsfQ.. The Metropolitan Museum of Art (La Berceuse, Vincent van Gogh) https://artsandculture.google.com/experiment/puzzle-party/EwGBPZlIzv0KRw?cp=eyJwdXp6b GVJZCI6Il9kOTc1czc5cnMiLCJnYWxsZXJ5IjpudWxsfQ..

G N I H C A E T E INNOVAMTEIVTHODS

ONS I S S E R RS IMP E H C A E T

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

I thoroughly enjoyed our last meeting at IES BEZMILIANA in Rincón de la Victoria, Spain. During these two project years, especially in the last year, we really became friends. Cooperation worked perfectly well with all the students and teachers.Our hosts welcomed us heartily with a perfectly organized week where focus was put on Virtual Reality. Virtual Reality enables the creation of any kind of surrounding. It is a great tool to teach how to experience empathy. The best learning results are achieved when you are involved and when you get a chance to try something out. We had fun when making our virtual glasses ourselves and then experimenting with them. At the teachers’ LTTA Virtual Reality in the Classroom“ we got a lot of materials how to apply VR in the different subjects and age groups of students. We had interesting discussions on various teaching methods in the different participating countries and came to the conclusion that VR really motivates students and contributes to better teaching results. I was really impressed by the virtual tour software which we were introduced. With the help of digital technology you can view a specific location in a panoramic and 360° view without being there. First we got to know the software and itsfeatures and experimented in the classroom, but then when visting Alhambra we made our own 360° film. It was a great example of teaching and learning. When I came home I immedeatly used this tool in the classroom for preparing students who will go on a schooltrip in June. Highlights were of course our visits and cultural studies. Thanks to all participants for that outstanding week. Eva Coordinator

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

I was happy to see my friends again, but at the same time I was also very sad that the project was coming to an end. IES BEZMILIANA in Rincón de la Victoria is a very active school. When I was in another project at the school a few years ago, each level in the schoolhouse showed how many kilocalories you use when climbing the stairs. Now sayings for motivation and reflection were attached to the stairs. I think this presence of thoughts keeps encouraging students to think about their behavior. That would certainly be a good idea for our school. The part about VR interested me very much, because a student of mine wrote a diploma thesis on this topic. In Virtual Reality students can interact with the environment similar to how they interact in a real-world environment. These technologies have the potential to revolutionize the pedagogy, making learning interactive and fun. We made our own VR glasses and were able to make the experience of seeing into the inside of our body. Fantastic! I was allowed to take photos for the first time with a 360 degree camera and was fascinated by the program 360 schools to create my own guided tour. Back home in Vienna, I immediately tried out this program with my students in my business informatics lessons. The cultural diversity of Spain with its cathedrals and castles have also left a lasting impression. Thanks to the whole Erasmus team - I will not forget this inspiring time! Sissy

G N I H C A E T E INNOVAMTEIVTHODS AUSTRIA

Rincon de la Vittoria, Malaga. What a great experience regarding the great learnings I made. Topic of the week was learning how to build your own VR-Camera including taking 360 degree pictures. Before the various presentations about the topic of the week, I had no idea how this can be part of my own lessons in the classroom. The Spanish teachers offered us a wide range of possibilities how to use this technology for learning purposes. The participants had the chance to create assignments for their subjects. In addition to Scratch, roboting and coding, and Game Based Learning the topic Virtual Reality was another milestone in forwarding my own digital literacy. The Spanish partners have done a good job in explaining the programm to me as a teacher, and I now have an idea how to use VR in classes. We learnd also the overwhelming hospitality of the Spanish partners who cared for many practical things during the whole project week. I am very thankful for the help we received in organzing different things such as orientation in town, transportation to and from the airport and so on. Getting to know more about the Andalusian culture was also a side part of the Erasmus-programm. We had the chance to visit wonderful places such aus Mezquit Cathedral in Cordoba and Alhambra in Granada. I’m looking forward to cooperate with all partners in future. Prof. Peter Rak

G N I H C A E T E INNOVAMTEIVTHODS

SPAIN

AIn the final meeting of the project held in Rincón de la Victoria, we worked on Virtual Reality. It is a tool that offers us the possibility of simulating an environment of reallooking scenes and objects - generated by means of computer technology that creates the sensation of being immersed in it. Likewise, in order for a person to have a truly satisfactory virtual reality experience, they must have a series of tools at their disposal. These include the use of virtual reality glasses or headsets. During the working sessions we were able to apply different aspects of this technology in teaching. We carried out different practices that allowed students to tour different cities, visit famous museums and see special paintings from our classroom. We discovered the immense possibilities that Virtual Reality offers in teaching and we got to know many tools that we can use in our classes and that will allow students to learn in a different and fun way. The participating students showed a lot of interest in the proposed practices doing a great job and giving us an excellent feedback.

G N I H C A E T E INNOVAMTEIVTHODS

AL PORTUG

l Reality. a u t ir V o t oduction r t in d o o e. Very g c n ie r e p future. the ex e d h t e v in lo t I bjec Alcidese this su r lo p x e to continue

l Surely I'l

Sílvia-The experience in Malaga was very enriching both professionally and personally. It allowed me to contact with new tools that can be used in the classroom context, such as the use of 3D glasses and the 360º camera, diversifying the strategies and making the classes mo re appealing. In addition, it allowed me to meet new people and deepen my knowle dge of English.

G N I H C A E T E INNOVAMTEIVTHODS ITALY

TThe experience in Spain has been very interesting for me as a headmaster and teacher. I found the project well structured, motivating and involving. I participated with great enthusiasm to all the activities done!! Giovanni Andrea Marcello

The Spanish team was great in organizing the final meeting mixing the project topic activities and the cultural part. Thanks everyone…Todo perfecto! Anna Marongiu

G N I H C A E T E INNOVAMTEIVTHODS ITALY

on de la Victoriawas a fantastic THE FINAL MEETING at Bezmiliana in Rinc had our hops expected totally experience for students and teachers. We al and augumented reality. I met and we did a great job using virtu hing methods in a pleasant enlarged my horizons in learning and teac eting was not only greatly and warm atmosphere. The project me but also personally moving. I involving from a professional point of view e with all the partners and to can say to have been completely at eas have found new friends!! Lucia Nieddu

The final meeting in Spain, with its fascinating cities, has been an incredible and unforgettable experience both for teachers and students. The Erasmus + closing meeting involved us in an interesting activity on cyberbullying held at the local school. Tackling this important issue made us aware of the growing, damaging consequences to individuals, and how important is the responsible use of technology to fight cyberbullying. Anna Stochino