The document outlines funding opportunities available for schools through the Erasmus+ program, emphasizing the importance of teacher professional development and innovative educational practices. It details the application process for schools, the development of a European school development plan, and activities aimed at improving teaching quality and integrating technology. Additionally, it discusses the expected outcomes of training programs and concludes with information on specific learning resources and community networks to support teachers.

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

2. Ellinogermaniki Agogi School
 2000 students (4-18 years old)
 250 teachers
 55 years of operation
 Focus on German Language Learning and STEM
subjects
Research and Development Department
 21 researchers in educational technology
 150 international projects
 20 years of operation
Ellinogermaniki Agogi

3. 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)

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

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

6. 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!

7. 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!

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

9.  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

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

11. 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

12. 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.

13. EXAMPLE (related to training activities such as the ODS Summer School 2016)
Our school is situated in XXXXX .
The composition of our staff in terms of experience and attitudes to school development and
innovation, is mixed: We have a big number of young and newly appointed teachers, who are
more open to experimenting and trying out innovative practices, while almost one third of the
staff has more than 20 years of teaching experience, and displays more reluctant attitudes
towards changing established patterns, including the integration of technology in school
practices.
However, as we are already participating in the Open Discovery Space European project
http://opendiscoveryspace.eu/ as pilot schools, a main goal is to promote the modernization of
our school and our openness to innovation, being in line thus with European schools’ standards
as well as to respond to the European turn to opening up the school as a learning community
where the teachers are also learners.
Also, one third of the pupils come from migrant backgrounds and there is strong need for
dealing with cultural barriers both on the part of the pupils as well as on the part of their
parents. However we have a strong vision to develop, improve the quality of teaching and to
thus provide equal learning opportunities for all our pupils. The fact that we are practically a
school with multilingual and multicultural pupils creates the need for persevering their national
identities, in parallel to helping them integrate in the school community.

14. 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.

15. EXAMPLE (related to training activities such as the ODS Summer School 2016)
Our project is of two year duration in order to have long-term effects on the development of our school,
and will spread from July 2016 to June 2018. It includes a series of international training courses that
focus: a) on school innovation and development, with a particular module on improving teachers’ skills to
engage parents, b) European school networking and use of digital resources, c) ADD HERE ANY
OTHER TRAINING COURSES or MOBILITY ACTIVITIES YOU WANT TO INCLUDE.
By engaging our teaching staff in these types of training we intend to bridge the gap between innovating
and less-innovating teachers in our school, by empowering the core of already innovative-friendly
teachers, while also mobilizing the more reluctant part of our staff to shed resistance to change , and
also equip them with skills that will enable to respond to new challenges, e.g. technology tools, new
teaching practices throughout the curriculum and general open-mindfulness towards innovation.
Through the proposed series of training activities we also expect to improve the skills of our teachers to
better cooperate and engage parents into schooling especially those from migrant backgrounds and thus
to enhance pupils’ commitment to school and learning outcomes. The activities that we are presenting in
the framework of this project application are thus aimed at also actively networking our school with
European schools, that –among others- can help the teaching staff exchange practices, become familiar
with educational systems that some of our pupils have formerly attended, and thus create better
integration opportunities for them.
Moreover, since we are addressing this “innovation gap” among our teaching staff, and in order to
enhance the possibilities for bridging it, we intend to offer this training on school innovation to the total of
our teaching staff (11 teachers). The selection of the particular dates of the course during the summer
holidays will ensure that the regular function of the school and the teaching hours will not be disturbed.

16. 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?

17.  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.

18.  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

19. - 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!

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

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

23. School Innovation Model
23

24. 24
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.

25. 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

27.  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.
28/11/201527

28. 28/11/201528

30. 28/11/201530
ODS Final
Review Meeting
e-Enabled (25-50%)

31. 28/11/201531
ODS Final
Review Meeting
e-Confident (51-75%)

32. 28/11/201532
ODS Final
Review Meeting
e-Mature (76-100%)
We are developing a map of school innovation in

33. Action Plan for 2015-2016
33
Athens
Lisbon
Helsinki
VarnaSplit

34. 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 Meeting34

35. 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 Meeting35

36. 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 Meeting36

37. 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 Meeting37

38. 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.

39. Inspiring Science Education
Summer Academy 2016
 30 European Science Teachers
 20 US Science Teachers (supported by NSF)
July 10-16, 2015, Marathon, Attica, Greece
39

41. 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.

42. 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.

43. 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

44. 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.

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

47. 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
47

48.  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

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

50. 50
INSPIRING SCIENCE EDUCATION:
Developing the Science Classroom of the
Future

51. 51
As students become absorbed with technology-based games, educators
grapple with how best to use technology. Immersive simulations represent one
way in which new media can enhance traditional learning experiences.
Redefining Science Education
There is a major mismatch between opportunity
and action in most education systems today. It
revolves around what is meant by "science
education," a term that is incorrectly defined in
current usage. Rather than learning how to
think scientifically, students are generally being
told about science and asked to remember
facts. This disturbing situation must be
corrected if science education is to have any
hope of taking its proper place as an essential
part of the education of students everywhere.
Bruce Alberts, Science, January 2009
http://www.sciencemag.org/cgi/content/full/323/5913/43

52. Main Tasks
 T4.1 Users Needs and Task Analysis
(Responsible EA)
 T4.2 Adopting the needs and generation
creative options (Responsible NKUA)
 T4.3 Participatory Engagement Activities
(Responsible EA)
 T4.4 CREATIONS online Communities (Support
Environment) (Responsible EA)

53. 53
The Rocard Report on Science Education (2007)
Science Education in Europe:Critical Reflections (J. Osborne, J. Dilon, 2008)

54. 54
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.

55. 55
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

56. 56
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.

57. 57
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.

58. 58
Re-imagine science education
The message is clear.
There are shortcomings in curriculum, pedagogy and
assessment, but the deeper problem is one of fundamental
purpose. School science education has never provided a
satisfactory education for the majority. Now the evidence is
that it is failing in its original purpose, to provide a route into
science for future scientists.
The challenge therefore, is to re-imagine science education: to
consider how it can be made fit for the modern world and how
it can meet the needs of all students; those who will go on to
work in scientific and technical subjects, and those who will
not.

59. 59
The vision
We should point to a
hybrid classroom that
builds on the strengths of
formal and informal
teaching and learning
strategies in ways that can
support learning of all
students.

60. 60
Introducing Inquiry Based Activities in the
Classroom

61. 61
KLIC:Kick life into classroom

62. 62
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4
0
50
100
150
200
250
Height Z vs Time t
Y =34,63+608,78 X-497,32 X
2
Height z(t)
% Parabola Fitting
HeightZ(cm)
Time t(s)

63. 63

64. 64
Prater, Wien
Rotor (Object Prater 4)
Technical Data: Height-12 Metres
Revolutions-30 per minute
Physics Context: Centrifugal Force

65. 65
Prater, Wien
Super 8 Bahn (Object Prater 5)
Technical Data: Height-21.03 Metres
Length-779.9 Metres
Physics Context Gravitational Motion Looping

66. 66
Science Center To Go
Wave propagation- Doppler Effect
Quantum Physics –
Young’s Double Slit
Experiment
+

67. 67
Kinetic Theory of Gases- Air Molecules Wing Dynamics- Bernoulli Principle

68. 68

69. 69

70. 70

71. 71

72. 72
Modeling
„Problem solving competence“ in PISA
Structure model
 Problem solving process
1. understand the problem
2. characterize the problem
3. representation of the problem
4. solving the problem
5. reflection of the solution
6. communication of the
solution
Level model
 Levels
III „reflective and
communicative problem
solver “
II „advanced problem solver“
I „beginning problem solver“
< I “no problem solver”

73. 73
Structuring Educational Activities
understanding
the problem
characterizing
the problem
representing
the problem
solving the
problem
reflecting on
the solution
communicatin
g the solution
Partial abilities
understanding
and
characterizing
the Problem
representing
the problem
solving the
problem
reflecting and
communicatin
g the solution
Partial abilities
Testing
Construct
Problem
solving
competence
Theory
(r = .81 – .92)
PISA 2003 Koppelt & Tiemann 2008, 2009

74. 74

75. 75
Creating effective links between schools
and the research community

76. 76
DISCOVERY SPACE & COSMOS
Access to unique scientific resources

77. 77
Access to Real Data…

78. 78
…and high quality content

79. 79
Access to advanced
infrastructures…

80. 80

81. 81

82. 82

83. 83
Does the Sun Rotate?

84. 84
Asteroids Rotation

85. 85

86. 86

87. 87

88. 88

89. 89

96. Gallileo Observations revisited

97. Study of Venus

99. 99
Learning@CERN
Connecting Schools and Scientific
Research effectively

100. 100

101. 101

102. 102

103. 103

104. 104

105. 105

106. 106

107. 107
Conservation of Momentum

108. 108
Bringing Nobel Prize Winning Physics
to Schools

109. CERN Virtual Visit
 As part of ODS, we had the unique
opportunity to visit the control room of
the ATLAS experiment at CERN.
 The visit was made possible by the
support of the ODS-CERN
Collaboration and the ODS Discover
the Cosmos Community.
 It was a big event for our school. In
cooperation with the Science School
Advisor for our region, we organized
the event and hosted dozens of
students from 4 other nearby schools.
Teachers of these schools were invited
to use the ODS platform.

110. 110





 

L
L
L
LP 2
2
3
2
)(
exp
2
)(





111. 111

112. 112
OpenScienceResources & Natural Europe: Towards the
development of a Common Digital Repository for Formal
and Informal Science Education

113. 113
Virtual Visits and field trips to museums
and science centers

114. 114
Visualizing the Invisible

115. 115

116. 116
The E/M
spectrum

117. 117
Sound Mirrors

118. 118

119. 119

120. 120
Natural Europe will be a state-of-the-art,
hands-on natural history resource
available to the educational community.
Students become scientists and explore
the processes of science. Museum staff
will encourage them to ask their own
questions about hundreds of real
specimens. With everything from
dinosaur fossils to butterflies and rare
minerals, students can explore some of
the diversity of the natural world with
scientific equipment and computer
resources.

121. 121
Educational
Pathway Authoring
Tools

122. 122
Create your own pathways

123. 123

124. 124
Effective Community Building
Community Building
Sharing our experiences
is the best resource we have

125. 125

126. 126

127. 127
Building a community of practice
http://www.inspirational-science.blogspot.com/

128. 128
Info
 ise.ea.gr
 www.inspiringscience.eu
 www.golab-project.eu
 www.schooloftomorrow.gr
 www.ea.gr
Contact: sotiriou@ea.gr

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