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https://padlet.com/isabelcrespo29/wgxrhnk407qpvggj

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Implementation of ‘Coding with Europeana’ (SOI-TR-257) - Teaching With Europeana

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Students experiment on coding and the creation of a digital maze using Europeana resources, thus implementing a STEM approach to their learning.

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Are you a STEM innovator?

Each of us has a head full of ideas or ideas that we have always wanted to implement, but did not know how to go about it. Now it's easier than ever!

Thanks to generally available free digital tools and virtually unlimited access to new technologies, we are able to create a prototype of any item in just a few days.

By buying a low-budget 3D printer, you can turn an idea into something real! Do you have an idea? - make it real!

What the workshop work teaches:

* visualizing ideas and creating a concept drawing,

* effective research in search of ideas and similar products,

* spatial design in the Tinkercad / Fusion 360 program,

* operating digital tools supporting work on the product,

* creating a project cost estimate and its evaluation.

Where can you do this WORKSHOP?

These other things you can now carry out at a low cost at your school or home!

Nowadays, the set is used to design electronic circuits, model their work and create project production files, which are sent to manufacturers of boards, housings, and mechanical details. The computer allows the components to be virtually matched before they are made with some technology.

The computer and its software are closely related to other devices that used to cost a fortune, and nowadays literally found their way to the proverbial thatch. Among the more important ones, I would mention logic analyzers, programmers / debuggers, CNC milling machines (Computerized Numerical Control) and 3D printers. Many of these utilities are available for free with full or little functionality limitation, and full edu versions are available for schools or students.

STEM skills

There are multiple reasons why STEM skills are considered more important than ever. Here are just some of them:

21st century challenges of both globalization and a knowledge-based economy create an imperative to develop STEM skills;

STEM skills help to bridge the ethnic and gender gaps sometimes found in math and science fields;

The global economy is changing;

Current jobs are disappearing due to automation;

New jobs are emerging as an outcome of technological advances;

The continual advances in technology are changing the way students learn, connect and interact every day;

STEM Skills are critical to school success and life;

Employer demand for STEM qualifications and skills is high;

75 percent of jobs in the fastest growing industries require workers with STEM skills;

STEM occupations are growing. They are nearly double that of other occupations;

The wage for STEM jobs is about 70% more than the national average

In 20 years 80% of jobs will require technical skills. (EU Bureau of Statistics)

What are STEM skills?

STEM skills relate subject specific skills in science, mathematics, and engineering to generic skills and dispositions. This list may vary slightly, but the following skills and dispositions are generic and frequently cited in references related to STEM:

Creativity ,

Inquiry Skills ,

Critical analysis ,

Teamwork and collaboration,

Initiative ,

Communication,

Digital literacy,

Problem solving.

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Österreichische Nationalbibliothek.

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Let's Create a Modern STEM Workshop! (LS-PL-697) - Teaching With Europeana

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Each of us has a head full of ideas or ideas that we have always wanted to implement, but did not know how to go about it. Now it's easier than ever! Thanks to generally available free digital tools and virtually unlimited access to new technologies, we are able to create a prototype of any item in just a few days.

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Interesting topic and engaging scenario!

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Introduction

NFT stands for ''non-fungible token.'' The uniqueness of NFT means it cannot be exchanged for any value other than its own kind. NFT, which has been frequently used to sell digital assets (drawings, music, etc.) and artworks recently, provides the originality of the converted assets to be easily verified. This learning scenario aims to help students understand the differences between traditional art and digital artworks and to realize the importance of NFTs for digital art. The scenario, prepared from an interdisciplinary perspective, focuses on art and technology. In the first stage, students who interpret the differences between traditional art and digital art using Europeana resources create their first NFT at the end of the course. In this process, the students also display the advantages of NFTs. The course ends with a brainstorming session about the future of art.

Integration into the curriculum

This learning scenario is designed for the Art History course, a high-school elective course in the national curriculum. The scenario focused on traditional art genres, which is one of the essential topics of this course. The differences and similarities between traditional art genres and digital art are emphasized.

Outcomes

At the end of this lesson, the students

distinguish between traditional art and digital art,

recognize branches of digital art and design them with the mind map,

define NFTs and create their own NFTs.

Activities

Introduction: Any question is asked to get students' attention. What are the traditional arts? Students' answers are received with the Mentimeter tool. Students are asked to write three branches of art. Then, the teacher shares the answers with the students as a word cloud.

Internet Research: Students are asked to research digital art. Students take notes during the research and prepare a mind map. In this way, they have the opportunity to summarize what they have researched.

Class Discussion: Students are asked to choose either traditional art or digital art and are divided into two groups. One group defends traditional art, while the other defends the importance of digital art. Traditional art defenders are given the story of two female role models who contributed to traditional art. The other group is asked to research artist Refik Anadol, who has extraordinary work on NFTs.

Creating NFTs: In this section, there are many websites on the Internet where free NFTs can be created. In addition, students can create their own NFTs from any website. At the end of this section, the NFTs created are shared with the class by preparing an exhibition via artsteps.

Assessment: In order to evaluate this course, students are expected to write an essay with a maximum of 150 words. Details are given in the evaluation section.

Europeana Resources

Other Resources

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Mauritshuis.

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The rise of NFTs: From Traditional to Digital Art (LS-TR-729) - Teaching With Europeana

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NFT stands for ''non-fungible token.'' The uniqueness of NFT means it cannot be exchanged for any value other than its own kind. NFT, which has been frequently used to sell digital assets (drawings, music, etc.) and artworks recently, provides the originality of the converted assets to be easily verified.

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Three new languages for the Digital Education with Cultural Heritage MOOC - Teaching With Europeana

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The Europeana MOOC Rerun adds new languages to delve into the educational potential of digital cultural heritage.

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We Speak Different Languages but Our Hearts Are the Same (LS-DI-730)

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We Speak Different Languages but Our Hearts Are the Same (LS-DI-730)

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https://teachwitheuropeana.eun.org/learning-scenarios/we-speak-different-languages-but-our-hearts-are-the-same-ls-di-730/
It looks great for group/class activity on diversity/inclusion/intercultural competences

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Background

In the learning scenario "We speak different languages, but our hearts are the same," students were able to reflect and express their feelings about conflicts around the world and immigration in a psychologically safe environment. Each year we read more and more about people worldwide who decide to leave their homes and move to another place. We have seen different sparks of feelings and phenomena in the reception countries and communities with this migration. Therefore, it's crucial to raise the topic and discuss it with the students to promote a more inclusive and open-minded mindset towards immigrants. Immigration has been having a significant impact on societies now and before. When individuals understand the positive sides of inclusion and diversity, they can also value their own differences and see them as empowering tools.

Learning Doesn't Happen in a Vacuum

Learners and teacher interaction creates an environment where both engage one another to reflect, share opinions, listen, and assess their own development. Europeana resources combined with diverse learning activities expand individuals' knowledge about immigrants who have influenced modern life and cultures. While at the same time exploring and learning new things, students are given the freedom to use their imagination and creativity to show their mastery of the assigned tasks. This learning scenario offers students the possibility to combine pen and paperwork with digital tools and it gives an excellent opportunity to expand their personal zone of proximal development with the support of their peers.

Firstly, learners were guided to express their feelings about wars and conflicts in a psychologically safe environment by providing emojis to choose from. After this the teacher introduced a collaborative tool called the "Chat clock," the main aim was to have four short discussions with four different peers. The topics varied from emotional discussion to the immigration and understanding phenomena called refugees. That exercise was followed by reading news and practicing vocabulary related to it.

Later, students were presented with the hands-on activity by creating the "Task cube," which supported students to reflect and explore used Europeana materials and develop self-regulation skills while working on the tasks.

After investigating the Europeana materials, students were divided into pairs and asked to do the task given by the "Task cube" and present it to everyone else, leading to the final brainstorm session about refugees and immigration.

Conclusion

It was seemingly important to the students to express their feelings and ask about the ongoing conflict. Students were delighted to read verified information and discuss it with the teacher. Transition to the phenomena of immigration was also successful and meaningful to the students because they noticed that they have a lot in common with the immigrants. Self-assessment practice and the possibility of affecting their own learning process were also considered motivational tools to keep going even during the drops in motivation or lack of self-regulation.

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CC BY-SA 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Sörmlands museum .

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We Speak Different Languages but Our Hearts Are the Same (LS-DI-730) - Teaching With Europeana

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In the learning scenario "We speak different languages, but our hearts are the same," students were able to reflect and express their feelings about conflicts around the world and immigration in a psychologically safe environment. Each year we read more and more about people worldwide who decide to leave their homes and move to another place.

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https://teachwitheuropeana.eun.org/learning-scenarios/spanish-pioneers-ls/
I'm interested in unfolding unknown stories and feminism from Spanish background as I'm Spanish :)
This learning scenario also combines collaborative learning with digital means and it's perfect for my civic lessons

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The context for the implementation

"Spanish Pioneers - Pioneras Españolas" LS has been developed by Cátia Valéria, a member of the Europeana Portuguese User Group. The subject is "Spanish Pioneers - Pioneras Españolas" (biographies of pioneer women).

Firstly, students (15 to 18 years old) will learn about Europeana and its added value by exploring the platform.

Secondly, students visit and work collaboratively and digitally on the " Pioneers " exhibition.

Subsequently, students develop biographies and other products related to the Europeana exhibition.

In short, learners carry out tasks in communicative, strategic, and intercultural skills. They also develop leadership, critical thinking, collaboration, communication, and digital skills.

The learning scenario considers the learning outcomes for the level of students in the tenth grade of Spanish, continuation level.

Implementing the LS

This learning scenario is divided into three phases:

first, the involved students and teachers get in touch with the platform, clarify concepts and explore the "Pioneers" exhibition.

in a second phase, pupils collaboratively carry out mediation and written production tasks about the women featured in the exhibition. They built up a common presentation.

afterward, students research, select, and build a collaborative book about Spanish pioneer women.

To clarify, students and teachers negotiated all learning and assessment tasks and activities.

At a later stage, as a complementary work, the students created different products. These products are available in the class portfolio.

The collaborative book and the interactive presentation will be available to the whole school community. Teachers and students build news to disseminate to the school community. The main approaches followed to implement this learning scenario were Mobile Learning/BYOD and Collaborative Learning.

After the implementation, a conclusion!

As a conclusion, we have achieved the following benefits:

concretion and operationalization of ideas;

tools and digital resources used with creativity and imagination;

involvement and autonomy of students strengthened;

teams created different works from the same initial idea;

promote the sharing and constructive criticism between the different teams;

pedagogical evaluation practices.

Would you like to know more about this learning scenario? You can download it below:

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Girona City Council.

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"Spanish Pioneers - Pioneras Españolas" (LS-PT-732) - Teaching With Europeana %

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"Spanish Pioneers - Pioneras Españolas" LS has been developed by Cátia Valéria, a member of the Europeana Portuguese User Group. The subject is "Spanish Pioneers - Pioneras Españolas" (biographies of pioneer women). Firstly, students (15 to 18 years old) will learn about Europeana and its added value by exploring the platform.