Girls Self-ESTEAM project: Call for participation of female role models
GIRLS SELF ESTEAM project is a KA2 project co-funded by the Erasmus Plus Programme in the school sector,
The aim is to empower young girls and teachers in ESTEAM by providing the necessary tools and resources to improve their skills and knowledge in these fields, to encourage and support their participation, and to increase their confidence and motivation to pursue and succeed in ESTEAM careers. This will benefit young girls and contribute to a more diverse and inclusive workforce, reducing the gender gap and driving innovation and economic growth.
The project will develop:
a) ESTEAM educational materials (Curriculum and Training Module);
b) a virtual e-Museum of successful women in ESTEAM fields, featuring female role models and their achievements;
b) Capacity Building Camps and Festival, where young girls, teachers, experts, role models and other stakeholders can participate in workshops, mentoring sessions, and hands-on activities building knowledge, skills and confidence in ESTEAM fields.
We are currently seeking dynamic and accomplished women in entrepreneurship, science, technology, engineering, arts, and mathematics (STEAM) in Italy, Greece, the Netherlands, Turkey, and Cyprus to serve as role models for young girls across Europe.
Sharing your story and achievements can empower and motivate school-age girls to pursue STEAM careers
If you have any questions, please write to us at the following email address: giulio@learnable-europe.eu
To stay updated on project developments, follow the social media page on Facebook , Linkedin and the project website.
DiTwin Competence Framework - first release
The first draft of the DiTwin Competence Framework was produced in English version and translated into all partners’ languages.
It is the first project result of the DiTwin project, and it is designed to support VET schools and teachers to continue upskilling VET students with the competencies required by Industry 4.0, connecting the VET sector to the latest developments in the labour market. The main aim is to support the school-to-work transition of VET students, preventing the high unemployment rate of young people in partner countries and workforce shortcomings for the Industry 4.0 sector.
This document references 11 profiles required by Industry 4.0 in partner countries (Italy, Spain, Ireland, Greece, Poland) related to students who have completed the 4th and 5th EQF level of education. They are described in terms of knowledge, skills, and competencies using a common language, based on the learning outcomes approach that can be understood across Europe.
- Additive Manufacturing technician
- Computer Numerical Control (CNC) operations technician
- Computer-Aided Design/Computer-Aided Manufacturing (CAD/CAM) Designer
- Automation technician for Industry 4.0
- IT Communication technician for Industry 4.0
- Data Analyst for Industry 4.0
- Artificial Intelligence (AI) and machine learning technician for Industry 4.0
- Internet of Things (IoT) technician for Industry 4.0
- Remote and predictive maintenance technician
- Robot machines technician for Industry 4.0
- Virtual Reality (VR) and Augmented Reality (AR) technician for Industry 4.0
If you have any suggestions or changes to the document’s contents, please write to us at the following email address: giulio@learnable-europe.eu
To stay updated on project developments, follow the social media page on Facebook , Linkedin and the project website.
Enjoy the reading!
Pixel Toolkit – First release
The first draft of the Pixel Toolkit was produced in English version.
It is the main project result of the Pixel project. It is designed for freelancers and individual artists, professionals, and companies working in the Cultural and Creative sector with contents, materials, and tools supporting proper and safe access and use of blockchain and NFTs.
The methodology employed in producing this document is as follows:
– Focus groups were conducted in each participating country (Italy, Bulgaria, and Lithuania) to highlight the most relevant and common topics, contents, and tools related to the use of NFTs for CC companies in the partner countries. 15 respondents, including freelancers, individual artists, and professionals working in the CC sector participated in these activities.
– The lead partner, Learnable, compiled all the findings and generated a comprehensive report summarising the key insights.
– The structure of the Toolkit was defined and shared with the partners. Subsequently, the contents of the Toolkit were developed through collaborative efforts among the Pixel partners, with each contributing to its creation based on their respective expertise.
The Toolkit is structured into distinct chapters, covering the following themes:
- The benefits of blockchain and NFTs for CCIs and companies, freelancers and individual artists: This chapter shows methods to increase visibility and broaden audience reach using NFTs, with a focus on both companies and individual artists. Additionally, it includes exploring the use of NFTs to protect copyright and intellectual property rights, with practical illustrations. Furthermore, it examines different avenues for monetization facilitated by NFTs, such as direct sales, royalties, and collaborations, and offers an extensive list of monetization strategies.
- How to properly access and use NFTs (practical guide): This chapter serves as a guide for navigating the complex world of NFTs. It explores the fundamentals of NFTs, including crypto wallets and digital art marketplaces, offering step-by-step instructions for minting NFTs using Phantom Wallet on Mallow.art marketplace.
- Business development and resilient strategies using NFTs: This chapter introduces different approaches to using NFTs for fostering business growth within the culture and creative sectors. It explores the application of NFTs in marketing, brand development, and community interaction, particularly emphasising social media tactics and collaborations. Furthermore, it investigates innovative NFT applications beyond digital art, spanning music, performance arts, gaming, royalties, collectables, and social impact endeavours. Additionally, it examines how NFTs bolster economic resilience for artists and creators by diversifying income streams and broadening market access. Lastly, it addresses environmental concerns linked to blockchain technology, exploring sustainable practices and eco-conscious solutions.
- Case Studies: Offering real-world insights, this section presents exemplary case studies of successful NFT projects, offering valuable insights and inspiration for freelancers and individual artists, professionals, and companies working in the CC sector in proper and safe access and use of blockchain and NFTs.
You can check out the English version using this link. Translated versions in the partnership languages will also be released shortly.
If you have any suggestions or changes to the document’s contents, please write to us at the following email address: giulio@learnable-europe.eu.
To stay updated on project developments, follow the project’s social media page on Facebook (Pixel project), Linkedin (Pixel project eu), and website.
Enjoy the reading!
Area Kick-off meeting
The Area (Augmented REality for Schools) kick-off meeting was held in Fano (Italy) on 9-10 May 2024.
The project’s main goal is to provide extensive resources and support to make AR far more affordable, accessible, and effective for schools.
Despite the enormous potential of AR, many schools have not been able to take full advantage of it for various reasons including; financial restraints, lack of expertise or appreciation of how it can enrich teaching and learning.
This project brings together partners and experts in education, technology and STEAM that are Learnable form Italy, Ecece from Austria, Indicia as project coordinator and Skola Felix from Slovakia and E3stem from Greece.
During the meeting, the partners had the opportunity to present their organisations and define the work plan for the coming months.
If you are interested in the topic and want to know more, visit the project website and the project’s Facebook page.
AI- Teach Handbook - First release
The first draft of the AI-Teach Handbook was produced in English version.
It is the main project result of the AI-Teach project, and it is dedicated to exploring the interdisciplinary use of AI-driven tools in primary education.
Tailored for primary school teachers and educators, the Handbook serves as a comprehensive guide, equipping them with essential knowledge and resources to integrate AI seamlessly into teaching practices.
The methodology for creating the document involved three main steps:
- Conducting focus groups in Italy, Poland, and Czechia to understand teachers’ needs for integrating AI tools into learning practices. 18 respondents, including primary school teachers, educators, and tutors, participated.
- The lead partner, Learnable, compiled the findings into a comprehensive report summarizing key insights.
- The structure of the Handbook was defined and shared with partners. Collaborative efforts among AI-Teach partners were then employed to develop the content, with each partner contributing based on their expertise.
The Handbook encompasses six key chapters:
- Foundational AI Concepts
- Ethical Considerations
- Methodological Strategies
- Subject-specific AI Resources
- Lesson Plans
- Case Studies
Each chapter is designed to empower educators with insights, practical strategies, and real-world examples, facilitating effective AI integration in educational settings.
Each chapter is designed to empower educators with insights, practical strategies, and real-world examples, facilitating effective AI integration in educational settings.
You can check out the English version using this link. Translated versions in the partnership languages will also be released shortly.
If you have any suggestions or changes to the document’s contents, please write to us at the following email address: roberta.accorroni@ictrilliniosimo.edu.it.
To stay updated on project developments, follow the project’s social media page on Facebook (AI-teach project) and website.
Enjoy the reading!
AI-Teach Training Course
The AI-Teach training course was held from April 15 to April 19, 2024, in Osimo, Italy, and was organized by Technological Applications for Learning Empowerment and Thoughts SRL.
Throughout the international training course, various activities and tasks were undertaken to equip participants with knowledge of technologies, techniques, processes, and hands-on experience. The course aimed to foster collaboration and enable the integration of AI-based learning activities into educational settings.
The programme included:
- Lectures on Artificial Intelligence, Machine Learning, and Artificial Intelligence in Education provide participants with the basic information needed to use and integrate these tools into their teaching activities.
- Lectures on PoseBlocks and Teachable Machine, Machine Learning for Kids (ML4K) and Scratch for programming AI, ChatGPT, AskLea Canva’s AI, and Google Gemini for digital storytelling.
- Lectures on Ethical aspects of AI
- Workshops on the use of AI tools (Teachable Machine, Machine Learning for Kids (ML4K), Scratch, ChatGPT, AskLea Canva’s AI, and Google Gemini) with the participation of primary students.
- Visit a local Art Exhibition: “01-IO The point of view of Artificial Intelligence through Its Art”.
At the end of the training course, participants acquired skills in the following areas:
- Knowledge and Understanding: Participants acquired a foundational understanding of Artificial Intelligence (AI) and Machine Learning (ML) concepts, including their relevance and applications in education. They were familiar with the ethical considerations associated with AI technologies.
- Technical Skills: Teachers have gained practical skills in using AI tools such as PoseBlocks, Teachable Machine, Machine Learning for Kids (ML4K), Scratch, ChatGPT, AskLea, Canva’s AI, and Google Gemini. They were proficient in using these tools to create AI-based learning activities and digital storytelling projects.
- Pedagogical Competence: Participants could integrate AI-based learning activities into their teaching practices effectively. They understood how to leverage AI tools to enhance student engagement, creativity, and critical thinking skills.
- Collaboration and Communication: Teachers have gained experience in collaborating with colleagues and engaging in interdisciplinary discussions about AI in education. They were able to communicate complex AI concepts and ethical considerations to students, parents, and other stakeholders.
To stay updated on project developments, you can follow the project’s social media page on Facebook (AI-teach project) and the project’s website.