The first International Workshop of the project held in Helsinki last February was particularly motivating and inspiring for our participants , Mr. Filippo Tomasi and Ms. Clementina Cazzaniga that were pleased to share their experiences in the attached presentations. Now all the 10 teams involved in the experience are back home and all  working on the definition of the suggested learning outcomes and on the proposal of new teaching and learning experiences to be presented  at the next workshop due late May this year in Piraeus Greece

1. ERASMUS + DesignSTEM

2. PARTNER SCHOOL

3. Transnational Workshop in
HELSINKI 18-22 february 2017

4. We both
1) WORKED IN GROUPS WITH OUR
PARTNERS
and
2) VISITED IMPORTANT
EDUCATIONAL CENTRES.

5. GROUP WORK 1:
With ‘world cafè method’ we chose some
contents to work at during the following 3
years.

6. Among them:
Materials, Biomimicry (what we can
learn from nature: sustainable solutions
to human challenges by emulating
nature's patterns and strategies),
Pattern, Trigonometry, Photography,
Recycling, Light…

7. The method itself, named
‘WORLD CAFÉ METHOD’ is a new
methodology used when working
in groups .

8. We had to choose 30 contents
which we all considered
important, but
-we did not know each other
-our backgrounds were different

9. We first divided into small groups. Every
small group had a moderator.
Everyone in the group suggested some
important contents for his/her subject
and wrote them on a post it.

10. Then everyone except the moderator
changed table.
The contents written by different groups
were read and explained by each
moderator.
Everyone compared
the new contents
with the ones
discussed in his/her
first group.

11. Then the moderators
organized
the selected
contents and divided
them into
macro-areas.

12. At the end everyone had to vote the
content he/she thought was more
important.
Different colours
were used for
different kinds of
vote: from the point
of view of a teacher,
a student, or a
member of the
modern society
in general.

14. With the same method we worked on
other questions.
Among them:
Which challenges and which
possibilities do we see in
integrating design and STEM?

15. The exercises we have to think about
should be motivating for our students,
modular in order to be proposed at
different times to different audiences,
and should be related to our curricula.
They should also be usable in varied
learning contexts by learners from
different backgrounds.

16. They should be written in English AND in
the mother tongue.
They should be accessible to disabled
learners.
Their design should be engaging (less
text, more images, clear typography).