This presentation provides info and guidelines for the preparation of ERASMUS+ KA1 Applications. It also includes detailed description of a series of courses that European Science Education Academy organizes in Greece, Portugal, UK and in the Netherlands.

1. European Funding
Opportunities for my school
Dr. Sofoklis A. Sotiriou
Ellinogermaniki Agogi

2. Expertise
Effective Community Building – International Network
(more than 10,000 science teachers, 5,000 schools across
Europe)
Teachers Professional Development
(Training materials, National and International courses,
Workshops, Conferences)
Design of Innovative Scenarios combining advanced
technological tools, science and art (augmented reality
applications, 3D environments, Global Science Opera)
Assess the impact of the interventions in real settings (setting
up large scale experimentations involving numerous schools,
teachers, students)

3.  European Development Plan for my school
 Examples of Training Courses
 Focus on STEM course and activities
 Projects for school Networks
Structure of the presentation

4. How to build a strong Action
Plan/European Development Plan for your
school according to the Erasmus+
Framework

5. What is Erasmus+
 The new EU programme for Education, Training, Youth,
and Sport (2014-2020) -> special focus on teachers’
professional development.
 The successor of the LLP Comenius Training grants ->
individual teachers
 Never before has there been so much EU support for
teachers' professional development through mobility in
Europe!

6. What is new in Erasmus+
 Applications are not submitted by individual teachers anymore. They are
submitted by schools.
 The school applies for a project that can include more than one activities:
training courses or partnerships with other European schools
 The application includes a ‘European school development plan”
 You can re-apply this year even if you have applied and been funded in
the past!
 One single application per school for all planned training activities abroad
during a specific period (selectively for 1 or 2 years)
 Names of school staff and specific dates do not have to be listed in the
application
 One application date per year- Next Deadline February 2nd, 2016, 12:00
CET
 So, your school needs to apply for you, as well as for any other of your
colleagues!

7.  Detailed instructions step-by-step available:
 INSPIRING SCIENCE EDUCATION: http://ise.ea.gr
 ODS Summer school website: http://ods.ea.gr
 ESEA Courses: http://esea.ea.gr
 ERASMUS + National Agencies
How to apply

8.  Download the application from the website of your
National Agency- Make sure it is the final one!
 First section:
 Factual data about the school defined generally as
“organisation”
The application

9. Project title and duration: Project= the total of the
activities that you will use the funding for

10. The School European
Development Plan
1) The needs of the school in terms of quality development and
internationalisation:
 What are the areas or competences that you need to improve
in your school?
 E.g. staff competences, language competences- possibly
linked with European dimension, skills for new teaching
methods and tools, school management and organisation.
TIPS!
• Carefully monitor the actual needs in every aspect of your school-
organize a meeting with the rest of the staff!
• Identify specific training (courses etc.)or mobility activities that can
serve those needs!
• Study carefully their objectives, methods and skills/ competences
they are addressing

11. TIPS!
• Clearly link those needs with the improvement of the quality of
education offered by your school and with reaching European
standards.
• Add information on the profile of the school to support the needs
that you identified: e.g. Area of the school, socioeconomic
background, type of school, students and students’ families
backgrounds, possible drop-out rates, access to other European
schools, teachers’ and staff’s skills and needs to deal with possible
obstacles.

12. 12
The Rocard Report on Science Education (2007)
Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)

13. 13
Current Trends Science Education
A reversal of school science-teaching pedagogy from mainly deductive to
inquiry-based methods provides the means to increase interest in
science.
Inquiry-based science education (IBSE) has proved its efficacy at both
primary and secondary levels in increasing children’s and students’ interest and
Attainments levels while at the same time stimulating teacher motivation. IBSE is
effective with all kinds of students from the weakest to the most able and is fully
compatible with the ambition of excellence. Moreover IBSE is beneficial to
promoting girls’ interest and participation in science activities. Finally, IBSE and
traditional deductive approaches are not mutually exclusive and they should be
combined in any science classroom to accommodate different mindsets and age
group preferences.

14. 14
Renewed school’s science-teaching pedagogy based on IBSE
provides increased opportunities for cooperation between
actors in the formal and informal arenas.
Due to the nature of its practices, IBSE pedagogy is more likely to
encourage relationships between the stakeholders of both formal and
informal education. And it creates opportunities for involving firms,
scientists, researchers, engineers, universities, local actors such as
cities, associations, parents and other kinds of local resources.
Current Trends Science Education

15. 15
Current Trends Science Education
Scientific disciplines in school have to be enlarged.
The introduction of problem oriented fields of studies instead
Of more traditional disciplines would attract the interest of
more young people.

16. 16
The role of teachers
Teachers are key players in the renewal of science
education. Among other methods, being art of a
network allows them to improve the quality of their
teaching and supports their motivation.
Networks can be used as an effective component of
teachers’ professional development, are complementary to
more traditional forms of in-service teacher training and
stimulate morale and motivation.

17. EU Development Plan - Part Ia
(Needs)

18. EU Development Plan - Part Ib
(Needs)

19. 2) Please outline the organisation's plans for
European mobility and cooperation activities, and
explain how these activities will contribute to meeting
the identified needs
TIPS!
• Fill in the section with your planned activities before completing this
part of the European development plan.
• You must give here a summary of these activities (training courses,
e.g. ODS Summer School, ISE Summer Academy and other
mobility activities)
• Explain what measures you are taking in order to avoid disrupting
the regular function of the school, e.g. ODS Summer School ->
during Summer holidays.

20. EU Development Plan - Part IIa
(Objectives)

21. EU Development Plan - Part IIb
(Objectives)

22. 3) Please explain how your organisation will integrate
the competences and experiences acquired by staff
participating in the project,
into its strategic development in the future?
TIPS!
• Describe the practical application of the new knowledge acquired-
How will you put them into practice? E.g. describe specific school-
based activities that will put these new skills into practice
• Describe follow-up training activities -> How will this new
knowledge be sustainable and updated?

23.  EXAMPLE (related to training activities such as the ODS Summer School
2016)
After the completion of the Summer training course on school innovation, and as
of September 2016 we intend to implement innovative school-based activities
that include use of digital resources and adoption of new teaching paradigms.
This process will be part of our participation in the Open Discovery Space Pan-
European project, where we will have the opportunity to
 a) put the new attitudes and skills into practice,
 b) benefit from our participation in the school innovation course and interaction
with European teachers to further expand on it by making use of the Open
Discovery Space platform
http://portal.opendiscoveryspace.eu/beta/communities,
 c) engage pupils’ parents in various school-based activities and (to the extent
that it is possible) use the Open Discovery Space platform as a tool to interact
with them. Our participation in ODS will also enable us to participate in follow-
up and reflection activities and workshops, where our teachers will have the
opportunity to reflect on what they have learnt during the summer course and
to its ongoing application in the school.

24. EU Development Plan - Part III
(Impact)

25.  Participants’ role: Profiles of the staff who will participate
in the activity- no names yet!
 Describe the criteria and process for choosing the staff
 Preparation of participants:
 Consult the description of the course – ODS Summer School
“Preparation”
 Consider the language of the course
 Describe how you will organise the preparation of the
participants
 Remember that a dedicated part of the funding covers
participants’ preparation!
 Evaluation:
 Consult the ODS Summer School section on “Follow-up”
Other fields of the application

26. - Erasmus+ Programme Guide:
http://ec.europa.eu/programmes/erasmus-
plus/documents/erasmus-plus-programme-
guide_en.pdf See “Key Action 1: School
education Staff Mobility”
 The new application form for schools:
http://ec.europa.eu/programmes/erasmus-
plus/discover/guide/2015/documents/school-
education-staff-mobility_en.pdf
Please contact your National
Agency!

27. http://ec.europa.eu/education/opportunities/school/in
dex_en.htm
Guide for School Leaders
Schools in ERASMUS+

28. The ODS Summer School 2016
http://ods.ea.gr

29. School Innovation Model
29

30. 30
Impact and Lessons Learnt:
ODS Innovation approach application in the
schools
Data collected from 1100 schools that have completed the self-assessment
survey with the use of the e-maturity questionnaires from different European
countries.

31. 0
20
40
60
80
100
120
20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Frequency
e-maturity level (pre)
9% Increase

33.  Integration of the ODS Innovation Model into the
technical and methodological offerings of ODS.
 Involvement of more than 2540 schools in pilot
activities.
 Creation of 900+ communities & 200 groups
 Development of more than 3500 educational
scenarios and lesson plans.
 Capacity to support a paradigm shift towards
OER-based, community-driven, collaborative
practices.
22/12/201533

34. 22/12/201534

36. 22/12/201536
ODS Final
Review Meeting
e-Enabled (25-50%)

37. 22/12/201537
ODS Final
Review Meeting
e-Confident (51-75%)

38. 22/12/201538
ODS Final
Review Meeting
e-Mature (76-100%)
We are developing a map of school innovation in

39. Action Plan for 2015-2016
39
Athens
Lisbon
Helsinki
VarnaSplit

40. A meaningful and comprehensive set of tools
for the actual school users
Content
Competence Profiles
School metrics
Training opportunities
School action plan
ODS Final Review Meeting40

41. A meaningful and comprehensive set of tools for
the actual school users
Content Competence Profiles
 Aggregate targeted content from a
variety of ODS-connected sources
 Facilitate the creation of high-quality
teacher-generated content
 Allow each community / portal to
customize the sources, the
metadata schema, the look-n-feel
and even the platform components
that they will use to create, search
for and curate content
 Store a dynamic competence profile
for each teacher with all the
information required to monitor his
development over time
 Provide focused assistance to the
teacher to identify competence gaps
and draft a personal development
plan
 Customize and personalize content
and recommendations based on
competence profile and
development targets
ODS Final Review Meeting41

42. A meaningful and comprehensive set of tools for
the actual school users
School metrics Training opportunities
 Collect in a centralized place all the
school metrics and questionnaires
(e.g. e-maturity questionnaire)
 Provide actionable analytics based
on the historical data coming both
from school data as well as from the
analysis of individual teachers’
profiles
 Monitor Key Performance Indicators
(KPIs) for the school unit
 Based on the competence profile
and the development plan of each
teacher, provide targeted
recommendations for training
opportunities
 Integrate the completed teacher
trainings with the competence profile
in order to allow for the semi-
automatic monitoring of the
development plan at teacher and at
school level
ODS Final Review Meeting42

43. A meaningful and comprehensive set of tools to
the actual school users
School action plan
 Consolidate a holistic school action
plan
 Provide a robust base for
automating and facilitating the task
of the periodic school self-
assessment based on objective
criteria such as the teachers’
professional development plans and
the school portfolios (interaction with
the actual teacher-generated
content)
ODS Final Review Meeting43

44. Inspiring Science Education
Summer Academy
(ise.ea.gr)
For teachers, Inspiring Science Education Summer Academy
offers pedagogical “plug, share, and play” through a web-based
authoring interface and a community framework to disseminate
best practices and find mutual support. A modular approach and
inquiry classroom scenarios promote a seamless incorporation
of eLearning tools into the classroom.

45. Inspiring Science Education
Summer Academy 2016
 30 European Science Teachers
 20 US Science Teachers (supported by NSF)
July 10-16, 2015, Marathon, Attica, Greece
45

47. Rationale and Aims
 The aim of the Inspiring Science Education International Summer Academy is to
support the modernisation of Science education and training, including in
curricula, assessment of learning outcomes and the professional development of
teachers and trainers, and to the wide adoption of the recommendations of the
Rocard Report "A new Pedagogy for the Future of Europe" (Rocard et al., 2007),
that sets the basics for the introduction of the Inquiry Based approach in the
science curricula of the Member States. Teachers will not only be familiarized with
a unique collection of open digital educational resources, but they will also be
trained to link them with innovative pedagogical practices, such as using real
world learning activities, implementing resource based and project-based
approaches, in order to design educational scenarios by repurposing existing
eLearning tools. The offered resources and tools, although associated with a
broad range of curriculum areas, do not impose a fixed curriculum but support a
model that can be customized based on location and culture, as well as cross-
disciplinary situations, being thus ideal to be used for differentiated instruction.

48. Benefits for the participants
 Teachers will also be trained to appropriately select and exploit
freely available existing eLearning tools and resources in their
educational scenarios that suit their own needs in terms of
planning, implementing and sharing pedagogical ideas,
managing their classroom and organizing the curriculum. This
will further empower them to create effective project scenarios to
use in the classroom, as well as in multiple environments such
as face-to-face, online and other technology mediated learning.
Such a comprehensive open learning networks approach that
allows teachers to access their colleagues' course materials,
share their own and collaborate is expected to enable all
stakeholders to examine their own practices in the light of the
best performing approaches.

49. Content of the course
Development of innovative and more challenging science classroom
environment through:
 access to research data and archives (e.g. data from CERN
detectors, Fermi Lab, telescopes);
 access and use of scientific instruments such as robotic telescopes;
 use of advanced tools for data acquisition and analysis;
 presentation of computer models of objects, processes, or
phenomena being studied;
 remote and local communication and collaboration on scientific
topics and data;
 easy to use and commonly understandable instruments for
authentic assessment of learning results.
See: http://dtc.ea.gr/sites/default/files/volos_programme.pdf

50. The main strands and the Educational Objectives for the design
and implementation of Educational and Outreach activities
Strands Educational Objectives
Sparking Interest and
Excitement
Experiencing excitement, interest, and motivation to learn about
phenomena in the natural and physical world.
Understanding Scientific
Content and Knowledge
Generating, understanding, remembering, and using concepts,
explanations, arguments, models, and facts related to science.
Engaging in Scientific
Reasoning
Manipulating, testing, exploring, predicting, questioning, observing,
analysing, and making sense of the natural and physical world.
Reflecting on Science Reflecting on science as a way of knowing, including the processes,
concepts, and institutions of science. It also involves reflection on the
learner’s own process of understanding natural phenomena and the
scientific explanations for them.
Using the Tools and
Language of Science
Participation in scientific activities and learning practices with others,
using scientific language and tools.
Identifying with the
Scientific Enterprise
Coming to think of oneself as a science learner and developing an
identity as someone who knows about, uses, and sometimes
contributes to science.

51. A World of eLearning tools and resources for Scientific Disciplines
just a click away…

53. o For teachers who can’t
participate in a workshop
o For teachers in addition to a
workshop
o For all interested parties
using online labs in the classroom
 Training in the use of online
labs and the Portal
 Theoretical background
 About 16 hours work load
53

54.  Design Lessons/Scenarios by using existing resources
and tools (such as online labs, AR/VR tools) and store
them on the cloud
 Deliver Lessons/Scenarios to students.
 Collect Educational Data for student assessment based
on PISA Framework
Authoring – Access – Deliver - Assess

55. ISE Academy, 10/7-15/7 2015
Marathon, Greece
,More at
http://ise.ea.g

56. Course Objectives
The aim of the course is to enhance science education by presenting the fabric of the
cosmos as was shaped by scientific evidence and explanations through 400 years of
scientific advancement. The course will focus on:
a) 17th century’s optics instruments (i.e. telescopes and microscopes) and how
these instruments have influenced the making of modern science
b) 20th century’s telescopes and accelerators, which have probed the inner an outer
boundaries of the matter and the universe
c) 21st century’s facilities such as CERN’s Large Hadron Collider (LHC) and the
new generation of space telescopes, which will provide answers to the yet open sub-
atomic and cosmological questions.
Participants will familiarize themselves with a large amount of digital science education
content, which currently exists in history-of-science museums, archives and science
centres’ collections and digital repositories (e.g. http://portal.discoverthecosmos.eu).
Participants will develop skills in using learning technologies in modes and settings as
diverse as a history-of-science museum visit, or a virtual tour in ATLAS-CERN.
The integration of the past, present and future of the scientific endeavour will impart, to the
school’s science curriculum, the dynamics of a common European scientific heritage, strong
enough to address the challenges of tomorrow.

57. More at: http://golab.e

58. Course Objectives
 Introduction to inquiry learning-design tailored to different teaching
and learning styles;
 Training on the Go-Lab on-line labs portal and educational digital
repositories;
 Development of teachers’ ICT skills through the Go-Lab tools and
services;
 Preparation, uploading and sharing digital learning resources and
activities using the Go-Lab authoring environment and online labs;
 Introduction to the innovative concept “Big Ideas of Science” as
means of building multidisciplinary science activities;
 Foster the culture of collaboration among teachers of different
science disciplines;
 Acquaintance with popular social media tools, science outreach
websites and teachers’ communities;
 Introduction the importance of Responsible Research and
Innovation(RRI), successful RRI practices aswell as the
digital RRI toolkit.

59. More at: http://space-awaren

60. Course Objectives
 Facilitate teachers in introducing to students space related
careers and developing their relative key skills;
 Acquaint participants with activities on contemporary space
related subjects;
 Introduce inquiry teaching and learning approaches that
meet the needs of different types of students;
 Present teaching strategies for managing diverse
classrooms and promoting gender balance;
 Present ICT tools apt for use in the science classroom;

61. Find out more here:
http://creations.ea.gr/en

62. Course objectives
The CREATIONS Summer School introduces innovative approaches and activities that involve
teachers and students in Scientific Research through creative ways that are based on Art. The
Course focuses on the development of effective links and synergies between schools and research
infrastructures in order to spark young people’s interest in science and in following scientific careers.
The CREATIONS Summer Course refers to teachers and artists wishing to extend the “dialogue”
between scientists and the educational community by enforcing the collaboration between schools
and research organisations (using the artistic expression as a catalyst). The course seeks to promote
scientific culture in society by helping young people to acquire a better understanding of the role of science
and technology in society.
The CREATIONS Summer course aims:
 To inform about support policies in developing demonstrating and effective communities between
researchers, artists, teachers and students and empowering the latter to use, share and exploit
unique scientific resources such as research facilities, scientific instruments, advanced ICT tools,
simulation and visualization applications and scientific databases.
 On developing ideas for formal (educational field trips, virtual visits, school based masterclasses) and
informal learning (games and student generated apps, webfests and hangouts, related artworks like
science theatre or student generated exhibits, debates in the framework of junior science cafes) that
promote creative inquiry-based learning and appreciation of how science works.
 Inform on the CREATIONS pedagogical framework and how these educational activities will be
enriched and expanded with creative approaches to develop artworks (exhibits, Theatre, Opera).

63. Astronomy Adventure in Canary Islands
18 – 23 July 2016

64. Main Experiences
 Hands-on Telescopes – Using remote observing with
research quality telescope as a tool in classroom for science
teaching.
 Handling data – How to retrieve and analyse data in the big
data era.
 Hands-on Minds-on Solar System – Innovative methods to
engage students into the discovery of the Solar System
(Seasons, Phases of the Moon, Space Exploration, etc.)
 Meet the Scientist – Meet and teach the Universe

65. 10 - 14 October
2016

66. Main Experiences
 Meet the Space Scientist – An inside look to ESA
headquarters.
 Inspiring Astronomy – Hands-on activities to teach basic
physics using daily material and innovative ideas.
 Hands-on Telescopes – Using remote observing with
research quality telescope as a tool in classroom for science
teaching.
 Handling data – How to retrieve and analyse data in the big
data era.

67. Beyond Earth Orbit: Solar System
Exploration and Spacesuits
9th – 14 th Jan 2017

68. Main Experiences
 Travelling in Space – An overview of state-of-the-art
on solar system exploration
 Hands-on Space Exploration – Educational tools for
classroom activities.
 Robotics Simulation – Life on Mars simulation with
rovers mockups
 Being an Astronaut – a simulation of the life of an
astronaut on Mars.

69. Science through Space and Time
9 – 14April 2017

70. Course Sites: Stonehenge, Science Museum of
London, Royal Greenwich Observatory, Cardiff
University

71. Main Experiences
 Hands-on Coding - Programing Rovers on Mars with
Raspberry Pi – Cardiff University
 Ancient Astronomy in Stonehenge
 Black Holes in My School - Inquiring minds now:
Mapping the scientific method with research data
 Hands-on data - Using European Space Agency GAIA
mission data archives to implement real research
experiences in classroom- Cardiff University

72. Thank you for your attention!
Contact us:
Sofoklis Sotiriou sotiriou@ea.gr