# data[].attributes.attachment_link.readable_text
We now live in a world where AI governs access to information, opportunity and freedom. However, AI systems can perpetuate racism, sexism, ableism, and other harmful forms of discrimination, therefore, presenting significant threats to our society - from healthcare, to economic opportunity, to our criminal justice system.

The Algorithmic Justice League is an organization that combines art and research to illuminate the social implications and harms of artificial intelligence. is to raise public awareness about the impacts of AI, equip advocates with resources to bolster campaigns, build the voice and choice of the most impacted communities, and galvanize researchers, policymakers, and industry practitioners to prevent AI harms.

We want the world to remember that who codes matters, how we code matters, and that we can code a better future.

We mitigate the harms and biases of AI by promoting 4 core principles.

Everyone should have a real choice in how and whether they interact with AI systems.

It is of vital public interest that people are able to understand the processes of creating and deploying AI in a meaningful way, and that we have full understanding of what AI can and cannot do.

Politicians and policymakers need to create robust mechanisms that protect people from the harms of AI and related systems both by continuously monitoring and limiting the worst abuses and holding companies and other institutions accountable when harms occur. Everyone, especially those who are most impacted, must have access to redress from AI harms. Moreover, institutions and decision makers that utilize AI technologies must be subject to accountability that goes beyond self-regulation.

We aim to end harmful practices in AI, rather than name and shame. We do this by conducting research and translating what we've learned into principles, best practices and recommendations that we use as the basis for our advocacy, education and awareness-building efforts. We are focused on shifting industry practices among those creating and commercializing today's systems.

The inspiration for the Algorithmic Justice League

Dr. Joy Buolamwini, Founder of the Algorithmic Justice League, came face to face with discrimination. From a machine. It may sound like a scene from a sci-fi movie, but it carries meaningful real-world consequences.

While working on a graduate school project, facial analysis software struggled to detect her face. She suspected this was more than a technical blunder, but rather than surrender, she responded with curiosity. Her MIT peers with lighter skin color didn't have the same issues, so Joy tried drawing a face on the palm of her hand. The machine recognized it immediately. Still, no luck with her real face, so she had to finish her project coding with a white mask over her face in order to be detected. Many questions surfaced giving Joy the motivation and insights to start the Algorithmic Justice League.

In the early days, Joy committed her research to "unmasking bias" in facial recognition technologies. As a graduate student at MIT, she discovered large gender and skin type bias in commercially sold products from reputable companies including IBM and Microsoft. She then co-authored the highly influential Gender Shades paper with Dr. Timnit Gebru, and the follow up Actionable Auditing paper with Agent Deb Raji that put Amazon on its toes. As an artist she began creating pieces to humanize AI harms, with her award winning visual spoken word poem "AI, Ain't I A Woman?" shown in exhibitions around the world. This combination of art and research gained support from hundreds of other researchers to advocate for more equitable and accountable technology. Exclusion and discrimination extend well beyond the facial recognition technologies and affect everything from healthcare and financial services to employment and criminal justice.

The deeper we dig, the more remnants of prejudice we will find in our technology. We cannot afford to look away this time because the stakes are simply too high. We risk losing the gains made with the civil rights movement and other movements for equality under the false assumption of machine neutrality.

Automated systems discriminate on a daily basis

In the US, a widely-used healthcare algorithm falsely concludes that black patients are healthier than equally sick white patients. AI that is used to determine hiring decisions has been shown to amplify existing gender discrimination. Law enforcement agencies are rapidly adopting predictive policing and risk assessment technologies that reinforce patterns of unjust racial discrimination in the criminal justice system. AI systems shape the information we see on social media feeds and can perpetuate disinformation when they are optimized to prioritize attention-grabbing content. The examples are endless.

AI HArms

Credit: Courtesy of Megan Smith (former Chief Technology Officer of the USA)

We're still entitled to basic Human Rights.

We cannot take systems for granted. While technology can give us connectivity, convenience and access, we need to retain the power to make our own decisions. Are we trading convenience for shackles? People must have a voice and a choice in how AI is used.

In the U.S., the teams designing all systems are not inclusive. Less than 20% of people in technology are women and less than 2% are people of color. Also, one in two adults (that's more than 130 million people) has their face in a facial recognition network. Those databases can be searched and analyzed by unaudited algorithms without any oversight, and the implications are massive.

Beyond inclusive and ethical practices in designing and building algorithms, we demand that there is more transparency when the systems are being used. We need to know what the inputs are and how they were sourced, how performance is measured, the guidelines for testing, and the potential implications, risks, and flaws when applying them to real-life situations. This isn't a privacy preference. It's a violation of our civil liberties, where corporations are making money off of people's faces and people's lives are put at risk without their consent.

Sometimes respecting people means making sure your systems are inclusive such as in the case of using AI for precision medicine. at times it means respecting people's privacy by not collecting any data. and it always means respecting the dignity of an individual."

- Dr. Joy Buolamwini, Poet of Code.

Calling collaborators, contributors, and volunteers.

As an organization highlighting critical issues in commercial systems, we constantly face the risk of retaliation and attempts at silencing. While some companies react positively to our findings, others do not. Thankfully, we've grown as a movement and have the support of the most respected AI researchers, organizations and thousands of "Agents of Change" that believe in our mission.

We saw the power of collaboration come together in a face off with Amazon after they tried to discredit peer-reviewed research. Following Dr. Joy Buolamwini's rebuttals (published here and here), we had more than 70 researchers defend this work and the National Institute of Standards and Technology released a comprehensive study showing extensive racial, gender, and age bias in facial recognition algorithms that validate the concerns raised by the research.

If you believe we all deserve equitable and accountable AI, then you can become an agent of change too. Whether you're an enthusiast, engineer, journalist, or policy maker, we need you. Contact us or act now.

# data[].attributes.attachment_link.title
Mission, Team and Story - The Algorithmic Justice League

# data[].attributes.attachment_link.description
Fight algorithmic bias with us. We want the world to remember that who codes matters, how we code matters, and that we can code a better future.

# data[].attributes.attachment_link.readable_text
Marketing Permissions

Please select all the ways you would like to hear from AI4ALL:

You can unsubscribe at any time by clicking the link in the footer of our emails. For information about our privacy practices, please visit our website.

We use Mailchimp as our marketing platform. By clicking below to subscribe, you acknowledge that your information will be transferred to Mailchimp for processing. Learn more about Mailchimp's privacy practices here.

# data[].attributes.attachment_link.description
AI4ALL opens doors to artificial intelligence for historically excluded talent through education and mentorship.

# data[].attributes.attachment_link.readable_text
Closing the digital gender gap

According to the European Commission's Women in Digital Scoreboard 2019, women represent only 34% of STEM graduates (science, technology, engineering, and mathematics) and 17% of ICT specialists. An increase in the number of women entering the digital skills market would generate an additional annual EUR 16 billion for the European economy.

Research shows that increasing diversity in leadership not only generates revenues but also boosts problem-solving as well as team performance indicators. Under the coordination of EIT RawMaterials, the Girls Go Circular project is doing its share in contributing to reducing the digital gender gap by empowering girls aged 14-18 in Southern and Eastern Europe to develop their digital and entrepreneurial competencies while acquiring knowledge on the circular economy.

The online learning platform developed in the framework of the project - the "Circular Learning Space" - offers students the option of choosing between different learning modules on topics like e-waste, climate change, food, or robotics. These modules are based on a learning-by-doing approach, transferring knowledge and skills through an interactive, challenge-based structure.

# data[].attributes.attachment_link.title
Digital and Entrepreneurial Skills for the Circular Economy

# data[].attributes.attachment_link.description
According to the European Commission's Women in Digital Scoreboard 2019, women represent only 34% of STEM graduates (science, technology, engineering, and mathematics) and 17% of ICT specialists. An increase in the number of women entering the digital skills market would generate an additional annual EUR 16 billion for the European economy.

# data[].attributes.attachment_link.description
A strong focus on future-proof skills in strategic sectors is essential to sustain EU competitiveness, preparedness, and technological leadership. Education plays a key role in supporting, developing and attracting the talent that the EU needs.

# data[].attributes.headline
Basic skills and STEM action plan to support education

# data[].attributes.subject
Basic skills and STEM action plan to support education

# data[].attributes.attachment_link.title
Basic skills and STEM action plan to support education and training _ European Education Area

# data[].attributes.headline
STEM competencies, challenges, and measurements: a literature review

# data[].attributes.subject
STEM competencies, challenges, and measurements: a literature review

# data[].attributes.attachment_link.readable_text
Robohub is a non-profit online communication platform that brings together experts in robotics research, start-ups, business, and education from across the globe. Our mission at Robohub is to connect the robotics community to the rest of the world. Content-area specialists curate all incoming articles to make sure that reporting is truthful, fair and balanced, and in-house editors ensure that all content meets the highest editorial standards for language and clarity. Embedded comments, and an active presence on LinkedIn, Facebook, and Twitter further help to promote discussion and debate.

Robohub's genetic code:

A belief that knowledge should be open and shared

A belief that anyone can educate themselves and make informed decisions if they have straightforward access to clear, relevant information

A belief that experts are ideally positioned to communicate directly with the public

A deep sense of responsibility to the scientific community

How are we different?

While robotics researchers and innovators are discussing state-of-the-art hardware and algorithms, the rest of the world is worried about drones and jobs.

Robotics is widely discussed in mainstream media, with headlines that play to both the public's fascination about robots and its fears about them. Many robot enthusiasts have taken to online media to report on the 'Robot Revolution'; however, with so many people contributing, and so much content spread out across the web, it's difficult for the general public to know where to look for quality information. The resulting confusion and misinformation only play further into the public's fear and/or misguided expectations of what robots can do.

As robotics experts, we have a deep vested interest to be part of this dialogue.

We are ideally positioned to demystify robotic technologies, spur innovation, and raise ethical and legal questions that require discussion. Unfortunately, many of us do not know how to best use online tools to directly share our research and join the public discourse on robotics. Many of us also need help to communicate our research in a language that is clear and accessible to the general public.

We're more than an online news site

Robohub is more than an online robotics news site; we are a community, and a forum for knowledge-sharing, discussion, and debate. We are different from other robotics news sites because we don't just send journalists out to 'cover' a story; we also enable roboticists to share their stories in their own words by providing them with a social media platform and editorial guidance. This means that our readers get to learn about the latest research and business news, events and opinions, directly from the experts.

CONTACT
To get in touch, please send your message to: info -at- robohub.org

Robohub is managed by Association for the Understanding of Artificial Intelligence is a non-profit dedicated to providing free, high-quality information, direct from AI experts

# data[].attributes.attachment_link.title
about - Robohub, Connecting the robotics community to the world

# data[].attributes.attachment_link.description
Robohub is a non-profit online communication platform that brings together experts in robotics research, start-ups, business, and education from across the globe. Our mission at Robohub is to connect the robotics community to the rest of the world.

# data[].attributes.attachment_link.title
A conceptual framework for integrated STEM education

# data[].attributes.attachment_link.readable_text
STEM is the integration of Science, Technology, Engineering, and Mathematics that fuses some of the most important subjects of the 21st century with practical, real-world learning opportunities.

To succeed in this ever-changing society as globalization continues to increase, STEM education provides the foundation to learn and develop skills that will shape our future.

These disciplines pave the way for a healthy environment, productive citizens, and a prosperous future.

This isn't hard, as kids are naturally inquisitive little wonders. They are constantly trying to make sense of the world around them by taking things apart, putting objects in their mouth, or exploring different places, even those that they shouldn't be in.

The next stage for these kids is to get a formal education. However, when they are placed in an assembly-line system of education that forces them to memorize statistics or write words over 21 times, those curiosities tend to wear off.

It comes as no surprise that the push for STEM education in early childhood is essential to their development. Students and professionals alike are learning that individual comprehension is far more important than robotic memorization.
--Please take a look at our hands-on testing of the best STEM and educational Subscriptioins for kids. You can find something for every age!--
STEM enhances individual skills and independence by utilizing real-world scenarios to grow and augment developmental minds.

By teaching young learners the value of real-world problem-solving, critical thinking, and creativity, they gain a sense of independence not seen in other subject areas.

With experimentation comes the endless possibilities of what most people view as failure. By embracing STEM education, it isn't simply embracing the fusion of these subjects. Still, we're empowering kids to persevere through failure and to see it as a gift for when they do achieve the outcome they so diligently strived for.

Instead of rewarding students for getting 100% on a test, it is long overdue to reward students for seeking unique and creative ways to solve real-world problems.

How the World Views STEM Education

The worlds of Science and Engineering have different values than a traditional educational system. A scientist wouldn't get punished if he discovered how to cure cancer "too late"; he would be rewarded for discovering a new form to combat a vile disease.

As Albert Einstein once said, "It's not that I'm smart; it's just that I stay with problems longer." Continual curiosity and rigid perseverance are only some of the competencies that are paired with STEM education.

Those who study STEM skills not only gain individual and independent skills, but it is also where the future job industry is navigating towards.

It helps build the foundation of learners for many occupations that highlight transferable skills, including collaboration, coordination, and communication.

Even the major STEM fields need to work together to tackle some of the world's biggest challenges. Imagine attempting to engineer a design for infrastructure without using the discoveries of Science, the applications of Mathematics, or the use of Technology?

It'd be impossible, so why delay our future youth from experiencing these as early as possible.

How often do schools provide the opportunity for continuous curiosity or independence? Sure, it exists, but is it designed to be practiced that way?

The moment a student asks an off-topic question, they are immediately redirected. If they discovered the answer to a test taken two months ago, would they receive any points, or would the teacher simply say, "you need to channel that energy into future tests to make a difference?"

Seriously, think for a second as to which scenario would be more likely when you were in school.

Traditionally, Mathematics and Science have always been taught in schools, so many may believe they are already embedded in STEM learning. Even if technology is taught in a school, it's typically in a separate classroom where kids sit at a computer for the duration of the class.

Also, notice how I haven't even brought up Engineering because no one even views it as a subject area in and of itself. STEM in practice is a nuanced discipline that provides values that should be distributed throughout the entire education system.

Integrated STEM education is the legitimate connection between these disciplines in a K-12 educational system.

It heavily relies on the school leaders and teachers to connect the dots for students, especially at a young age. STEM values hands-on experimentation, problem-solving, and ingenuity.

Teachers are encouraged to design instructional approaches that include all of these developments. Students will need to realize how STEM applies to all facets of life as they are being exposed to it through museums, field trips, or even recess.

A world class athlete can definitely practice his or her way to expertise, but many make a true leap when they focus on the mechanics of their own physicality. STEM is everywhere you look; the mission is now to open the eyes of everyone to it.

Kids love teaching based on their own experiences of self-discovery. If ever in a classroom and a technology issue occurs, prepare to be amazed.

All of a sudden every student has their own solution on how to solve the problem to the point where you have to elect only 1-2 students to fix it, or risk having the entire class fidgeting with the wiring.

Even after the problem is solved, they'll continue to tell you the story of how they realized that was a problem for them and how they were able to solve it.

It's not a wonder that all of a sudden, every kid will participate as opposed to when you ask them when the Declaration of Independence was signed. Kids love discovering. They love problem-solving!

Kids love sharing about their discovery and problem solving. They simply need the avenue and a cultivated environment for it to flourish.

Every kid engages in STEM learning, and it is the job of the people around them to help them realize this. People may think that kids will get down on themselves if they don't get the result they want, but that is a learned behavior from constant scolding and ridicule.

When children do not get the result they want, they'll naturally find a way to solve it. If not, children collaborate with others until they do. Self-discovery is innate within our youth, but they need to feel comfortable to let their true selves shine.

STEM is naturally configured in early childhood education, but people may not have even realized.

If there were legos or building blocks in a preschool or elementary classroom, then they naturally have developed this education. The only fallback may be that there has not been a strong enough focus on STEM learning and communal activities.

Legos and building blocks are used as a break-time activity instead of being infused into their daily learning. With the continued advancement of STEM activities, students' practical reasoning skills will continue to soar.

The importance of STEM is universally known, especially with traditional subjects leading the way including Science and Mathematics, but how do we expand on this to fully include Technology and Engineering?

How the Educational World Can Help

How can the educational world provide funding that bolsters the fusion of all of these fields? Most importantly, how will it look in a typical classroom for Kindergarteners? 4th graders? 11th graders?

It may take a complete restructuring of how we categorize classes, learning activities, and even assess the students. The daily schedule doesn't have to be a complete shift of thought to a "Mathematics" activity, but instead, teachers will understand the importance of lessons that build on each other.

Even exterior subjects such as Social Studies or Language Arts can be infused by developing a catapult from Medieval Times or studying the numerical patterns within poetry.

Assessments should be redesigned to reflect major STEM values, including creativity, perseverance, and discovery. There needs to be an educational adjustment that values the process more than the product.

Incorporating STEM into early childhood education is a gargantuan task, yet very achievable. By utilizing hands-on experiential learning, students are in a much better position than in years past.

Even at younger ages, STEM activities can help enhance their motor schools and hand-eye coordination.

By channelling STEM learning at a preschool and early elementary age, they will be more prepared to take their learning to a completely different level by the time they reach intermediate, middle, and even high school.

Making every student STEM-literate is a necessity in this ever-changing complex world.

STEM has always been examined and lauded amongst educational learners and professionals for centuries.

People loved to hear of the scientifically genius minds of Albert Einstein or Leonardo Da Vinci, but they were ostracized as anomalies.

The difference between the 21st century and every other one is that STEM is making a strong push to be enraptured in an international systematic educational approach.

The Value of STEM

The value and importance of STEM in a traditional educational setting are growing monumental support, and rightfully so.

The increased value of STEM learning is already paying off from a human standpoint. STEM education is necessary to promote economic development, international competitiveness, and job creation.

With an emphasis on new skills and new opportunities, the significance of STEM education is limitless.

Around the world, gender differences in the field of STEM present a huge gap in employment and opportunities.

When students are presented with STEM at a young age, this provides the world with an opportunity to bridge the gap between genders, socioeconomic status, and among international countries.

The world is ready for everyone to have an equal opportunity to become scientists, doctors, engineers, and economists.

It's impossible to know for sure what the future will look like, but it is safe to say that society won't thrive without Science, Technology, Engineering, and Mathematics.

Not only does it lead to overarching societal benefits, but it can contribute to individual needs by enhancing knowledge of hygiene, health, and agriculture. Simply put, the world will be a better place by emphasizing more importance to STEM education at an early age.

STEM is necessary to meet modern and future demands for the workplace and beyond. According to the U.S. Bureau of Labor Statistics, projected job growth for STEM employment is projected to increase by 17% while earning up to 26% more than those without a STEM education.
You can find more workplace STEM facts from our research here.
Innovation and advancements need to be outlined by our current educational system to be prepared for the future.

# data[].attributes.attachment_link.title
The Importance of STEM in Childhood Education - STEM Education Guide

# data[].attributes.attachment_link.description
When children do not get the result they want, they'll naturally find a way to solve it. If not, children collaborate with others until they do. Self-discovery is innate within our youth, but they need to feel comfortable to let their true selves shine. %

# data[].attributes.attachment_link.readable_text
I'm truly glad you're here! I'm passionate about STEM and about education, but I've found that passion alone isn't enough. Teaching STEM takes knowledge, energy, and persistence. This site and my new book can help all students be successful STEM learners!

# data[].attributes.attachment_link.description
I'm truly glad you're here! I'm passionate about STEM and about education, but I've found that passion alone isn't enough. Teaching STEM takes knowledge, energy, and persistence. This site and my new book can help all students be successful STEM learners!

# data[].attributes.attachment_link.readable_text
The Children's Rights Division of the Council of Europe aims to mainstream children's rights into all aspects of the Council of Europe's work in the area of data protection, media and Internet governance. The aim is to ensure that a special focus on children's rights is included in all actions carried out by the various bodies of the Council of Europe.

The following divisions and committees have integrated a focus on children in their actions in the field of data protection, media, cybercrime and Internet governance.
Directorate of Democratic Citizenship and Education

Committee of Ministers
Recommendation CM/Rec(2018)7 of the Committee of Ministers to member States on Guidelines to respect, protect and fulfil the rights of the child in the digital environment
The purpose of the guidelines is to assist states and other relevant stakeholders in their efforts to adopt a comprehensive, strategic approach in building and containing the often complex world of the digital environment. Ensuring children's interaction and safety in this environment is paramount. Among the many topics covered are the protection of personal data, provision of child-friendly content adapted to their evolving capacities, helplines and hotlines, vulnerability and resilience, as well as the role and responsibilities of business enterprises. In addition, the guidelines call upon states to engage with children, including in decision-making processes, to ensure that national policies adequately address developments in the digital environment.

Other languages available: BUL - CRO - GER - GRC - IT - LIT - POR - SRB - SLK - ESP - TUR - UKR

Background document to the Guidelines: Policy guidance on empowering, protecting and supporting children in the digital environment and report of the child consultations: It's our world: children's views on the protection of rights in the digital environment
Recommendation CM/Rec(2016)2 to member States on the Internet of citizens
This text recommends that member States recognise digital culture as one of the key issues for modern cultural policy making and revisit their cultural policy approaches with a view to implementing the policy guidelines contained in this recommendation, so as to serve citizens to the best of their ability. The policy guidelines recommend that particular efforts should be made through the educational and cultural system to scale up the multiliteracy skills of children who have no or little access to digital technology for socio-geographical or socio-economic reasons, as well as sometimes for reasons of place of residence and of children who have access to but do not use, lack the skills to use or underuse digital technology (namely in terms of diversity, frequency or intensity of usage).
Recommendation CM/Rec(2014)6 on a Guide to human rights for Internet users
The recommendation calls on member states to actively promote the Guide to human rights for Internet users. The guide promotes respect for existing human rights and fundamental freedoms in the context of Internet use. It serves as a tool for Internet users to learn about their human rights online and the available remedies for any limitations. It also specifically states that children and young people are entitled to special protection and guidance when using the Internet.
Recommendation CM/Rec(2012)4 of the Committee of Ministers to member States on the protection of human rights with regard to social networking services
As social networks play an increasingly important role in the life of children and young people, this recommendation calls for better protection against harmful content and behaviour, stressing the need for a balanced approach and shared best practices.
Recommendation CM/Rec(2009)5 on measures to protect children against harmful content and behaviour and to promote their active participation in the new information and communications environment
This recommendation highlights the need to provide children with the knowledge, skills, understanding, attitudes, human rights values and behaviour necessary to participate actively in social and public life, and to act responsibly while respecting the rights of others.
Recommendation CM/Rec(2008)6 on measures to promote the respect for freedom of expression and information with regard to Internet filters
The recommendation reinforces the need for appropriate filtering for children and young people regarding content carrying a risk of harm, while specifying that member states shall refrain from Internet filtering for reasons other than laid down in Article 10, paragraph 2 of the European Convention on Human Rights.
Recommendation Rec(2006)12 on empowering children in the new information and communications environment
This recommendation calls on member states for a coherent information literacy and training strategy which is conducive to empowering children and their educators to make the best possible use of information and communication services and technologies.
Declaration of the Committee of Ministers on protecting the dignity, security and privacy of children on the Internet (20 February 2008)
This declaration affirms that there should be no permanently accessible record of content created by children on the Internet which challenges their dignity, security and privacy or otherwise renders them vulnerable now or at a later stage in their lives.

Parliamentary Assembly
Recommendation 1882 (2009) The promotion of Internet and online media services appropriate for minors
This recommendation calls on member states' parliaments to take action to increase the safety of minors using the Internet and online media services. It promotes the initiation of public awareness campaigns targeted at the risks and opportunities for minors using Internet and online media services.
Recommendation 1980 (2011) on combating "child abuse images" through committed, transversal and internationally co-ordinated action
This recommendation recommends that the Council of Europe take a strong position on the action to be taken to combat child abuse images. The Parliamentary Assembly recommends that the articles of the Lanzarote Convention on child pornography should be strengthened and further developed so as to include the obligation to block websites with illegal content when their rapid deletion is not possible.

The recommendation of the Committee of Ministers on a Guide to human rights for Internet users promotes respect for existing human rights and fundamental freedoms in the context of Internet use. The guide serves as a tool for Internet users to learn about their human rights online and the available remedies for any limitations. It also specifically states that children and young people are entitled to special protection and guidance when using the Internet.

The Human rights guidelines for Internet service providers provide human rights benchmarks for Internet service providers (ISPs) and give practical advice on how to minimise risks for children stemming from illegal and/or harmful content.

The Human rights guidelines for online games providers provide human rights benchmarks for online games providers and developers. While underlining the primary value of games as tools for expression and communication, they stress the importance of gamers' safety and their right to privacy and freedom of expression. The guidelines also emphasise the importance for the games industry to be aware of the human rights impact that games can have on children and young people. The guidelines were developed by the Council of Europe in close co-operation with the Interactive Software Federation of Europe (ISFE).

The Council of Europe's newly revised Internet Literacy Handbook explains how to get the most out of the Internet and how to protect one's privacy. The handbook is for for children, parents, teachers and policy makers. The structure is based on a thematic approach and contains 26 factsheets on various themes, from information on how to set up websites to anticipating and coping with the technology of tomorrow.

Children learn best by doing and that is why the Council of Europe has designed a game to help children understand their rights on the Internet: the Wild Web Woods. The game teaches children how to respect the rights of others on the Internet. The aim of the game is to reach the e-city Kometa which is a place of fun, peace and freedom. Kometa can only be reached by passing through the Wild Web Woods and collecting coins. Each time the player collects a coin they are given important information about Internet safety and children's rights.

The game is accompanied with a guide for teachers, Teacher's guide to the online game: Wild Web Woods

The training activities of the Pestalozzi Programme, and in particular the modules for trainer training, focus on learning by doing. The Pestalozzi Programme has developed a module series on media literacy development and in 2014 the programme organised a training course on responsible attitudes and behaviour in the virtual social space. Most of the materials are developed for the context of pre-service or in-service teacher training within the Pestalozzi modules for trainer training. However, most of them can also be adapted to use in the classroom.

Effective human rights protection can only be achieved by co-operation and information sharing between member states. The Council of Europe member states have all developed good practices in the field of children's rights protection on the Internet. The following list provides a country-by-country overview of such good practices.

Albania

http://www.albtelecom.al/al/siguria-ne-Internet-individuale-Internet/72-Internet-i-sigurte-per-femijet

http://www.vodafone.com/content/dam/group/about/downloads/code-of-conduct/Albanian-Code-of-Conduct.pdf

The Albanian Council of Ministers has created a code of conduct for parents and children on safe and responsible use of electronic communication. Many companies have already signed up to it.

Andorra

http://portaljove.apda.ad

This portal was set up in 2007 by the Data Protection Agency in co-operation with the ministry of education. It contains documents, videos and other material intended to inform children and parents. The site is used for teaching in all secondary schools.

Austria

http://www.kinderrechte.gv.at/die-gewinner-des-wettbewerbs-kinder-rechte-spot/

The Austrian Child and Youth Advocacies, in co-operation with the Federal Ministry for Family and Youth along with the Österreichischer Rundfunk (ORF) as media partner, held an open contest to create a "Children's Rights Spot". The videos have been produced by children between 10 and 25 years of age and are free to be used by other member states.

Belgium

http://www.jongenvanzin.be/nieuws/een-buitenaardig-spel-over-vriendschap-en-verliefdheid

https://www.youtube.com/watch?v=svEiln6tx30&feature=youtu.be

Children have been consulted on how they use websites. The new Belgian website will therefore be created in consultation with them and information will be adapted to the way children would like it to be presented.

Bulgaria

http://www.safenet.bg/index.php?id=1387&art_id=16350

https://www.facebook.com/media/set/?set=a.10151277276427636.463882.172982327635&type=3

Safenet was created by a non-governmental organisation (NGO) that is now a part of the Agency for Child Protection. The website presents the opportunities the Internet offers to children. A Facebook application has been developed that enables teenagers to post their choices for online rights and to vote for these rights. A youth parliament has produced a charter containing 10 online rights.

Croatia

http://www.petzanet.hr/Blog

http://ppemi.ens-cachan.fr/data/media/colloque140528/rapports/CROATIA_2014.pdf

The website Petzanet was developed with NGOs and academics. It is aimed at teachers and parents and can be used as a curriculum in schools. It contains guides, videos etc. Croatia has also organised parliamentary discussions on media literacy and involved children as participants.

Czech Republic

http://www.bezpecnyInternet.cz/

This website is the result of an NGO project with Microsoft and Czech Google. The initiative is intended for parents, teachers and children. They have also produced a brochure which informs children about the risks on the Internet. The brochure is based on the Ducktales theme and ends with a story on Donald Duck and how he wants to prevent little ducks from using the Internet.

Denmark

www.boerneportalen.dk

The website is an Internet portal aimed at children and young people. It enables young people to find out about their rights. The front page contains a list of keywords which relate to problems that children face, such as bullying, ethnicity, illness, grief, and life online.

France

http://www.pedagojeux.fr/wp/

Pedagojeux is a website with a video game created by NGOs and authorities for use by professionals. The website has a twofold objective: to raise awareness of the dangers connected to videogames and to give educators a pedagogic approach to issues with regard to the use of video games. Contains videos made by experts and statements by parents about their experiences. A new version is being launched and will include a space for young people to share information.

Italy

www.generazioniconnesse.it

The helpline 1.96.96 and the chat line of Telefono Azzurro (http://www.azzurro.it/sostegno) were created to receive calls for assistance from children and adolescents up to 18 years of age and from parents seeking support in managing dangerous situations concerning their children.

http://www.sicurinrete.it/

This hotline service collects and manages alerts (which may be anonymous) relating to child pornographic materials on the website by clicking on the "Clicca e segnala" of Telefono Azzurro and on the form on the website.

https://www.commissariatodips.it/vita-da-social.html

A truck is parked outside primary and secondary schools to host debates and introduce awareness-raising events involving students, parents and teachers. These debates focus on the use of social networks and how to prevent illegal use by disseminating information about software protection systems, monitoring mechanisms and limitations in accessing websites.

Lithuania

www.draugiskasInternetas.lt

Website established by different NGOs and hotlines. Contains information for children, parents and educators on many different topics such as bullying and Internet safety. An ethics code for children on social networking and how to comment and respect each other's comments, how to protect personal data and how to upload photos, etc. has been developed.

Monaco

http://www.actioninnocence.org/

Action Innocence has created a number of software for the detection of child abuse images. A program is presented in schools every year to raise awareness about the risks online and teach children good behaviour on the Internet. The program has various modules well adapted to each target group.

Moldova

http://lastrada.md/publicatii/ebook/Studiu_siguranta_online_en.pdf

Study on child safety online in Moldova (English translation)

http://www.siguronline.md/

The initiative Siguronline is an online information portal launched by an NGO. It contains information for children and parents and has a special button for reporting websites that contain dangerous content or child abuse images. A filtering software application is available on the website for free download.

Norway

www.ung.no

This public information channel for young people between 13 and 20 years of age looks at the opportunities the Internet offers. It is essentially a one-stop-shop for young people. It provides quality information tailored to young people. There is, for example, a questions and answers service to which the relevant authorities respond promptly. It is an interactive platform greatly influenced by young people's interests and has about 850 000 visits each month.

Collaborative campaigns: www.brukhue.com

This is a co-operation between the Norwegian Media Authority, Telenor, Barnevakten and the Norwegian Red Cross. It is the largest national campaign against cyber-bullying and includes a website with content for children, young people and parents. Individual queries are channelled into the existing hotline service ( www.korspahalsen.no).

Slovenia

http://safe.si/

This website is a national reference point regarding safe Internet issues. A helpline for children was created in 2012. Now children can call a toll free number or submit an online form if they come across abusive or illegal content.

Sweden

http://www.barnombudsmannen.se/max18/

The aim of the page is to make statistics on children's rights available, accessible and comparable. The possibility to compare statistics encourages citizens and decision makers to compare themselves with their neighbours and do better in protecting children's rights.

Switzerland

http://www.jeunesetmedias.ch/fr/programme-national.html

The website forms a part of the Youth and the Media Programme. The objective is for parents, children, and other people to react to the opportunities and risks presented in the media. The site contains advice on the ways in which parents, teachers and others can use media to help young children. There are presentations and animation sets for families as well as leaflets and advice. The site features 10 golden rules on how to use online media safely.

Turkey

http://www.guvenlinet.org/gb/

The website contains filtering software options which are available for download. It is free and contains several options for filtering, such as a child filtering system or a family filtering system. The systems are created by a commission composed of psychologists and other professionals with relevant experience.

# data[].attributes.attachment_link.description
The Children's Rights Division of the Council of Europe aims to mainstream children's rights into all aspects of the Council of Europe's work in the area of data protection, media and Internet governance. The aim is to ensure that a special focus on children's rights is included in all actions carried out by the various bodies of the Council of Europe.

# data[].attributes.attachment_link.readable_text
Cynthia Breazeal is a professor of media arts and sciences at MIT, where she founded and directs the Personal Robots group at the Media Lab. She is the MIT dean for digital learning, and in this role, she leverages her experience in emerging digital technologies and business, research, and strategic initiatives to lead Open Learning's business and research & engagement units. She is also the Director of the MIT-wide Initiative on Responsible AI for Social Empowerment and Education (raise.mit.edu). MIT RAISE is a research and outreach effort that advances access and inclusivity in AI education to people of all ages and backgrounds with a focus on K12 and the workforce. She co-founded the consumer social robotics company, Jibo, Inc., where she served as Chief Scientist and Chief Experience Officer.

Breazeal is a pioneer of social robotics and human-robot interaction. Her work balances technical innovation in AI, UX design, and understanding the psychology of engagement to design personified AI technologies that promote human flourishing and personal growth. Her recent work focuses on the theme of "living with AI" and understanding the long-term impact of social robots that can build relationships and provide personalized support as helpful companions in daily life. Her research group actively investigates social robots applied to education, pediatrics, health and wellness, and aging. As part of this mission, her group also develops design justice frameworks for human-robot interaction and inclusive AI literacy education for under-served K12 students.

Her seminal book, Designing Sociable Robots, is recognized as a landmark in launching the field of Social Robotics and Human-Robot Interaction. She is a fellow of the AAAI and is an international award-winning innovator, designer, and entrepreneur. She has spoken at prominent venues such as TED, the World Economic Forum, the UN, SXSW, CES, and she has keynoted at numerous top academic conferences. She is a recipient of the National Academy of Engineering's Gilbreth Lecture Award, Technology Review's TR35 Award, TIME magazine's Best Inventions, where her Jibo robot was featured on the cover. She has received numerous design awards, including recognition by the National Design Awards, Fast Company Design Award, and Core 77. She has also been recognized as a rising entrepreneur by Fortune and Entrepreneur Magazine. Breazeal did her graduate work at the MIT Artificial Intelligence Lab and received her doctorate in 2000 in Electrical Engineering and Computer Science from MIT.

# data[].attributes.attachment_link.title
Person Overview ‹ Cynthia Breazeal - MIT Media Lab

# data[].attributes.attachment_link.description
Cynthia Breazeal is a professor of media arts and sciences at MIT, where she founded and directs the Personal Robots group at the Media Lab. She is the MIT dean for digital learning, and in this role, she leverages her experience in emerging digital technologies and business, research, and strategic initiatives to lead Open Learning's business and research & engagement units.

# data[].attributes.attachment_link.readable_text
Accomplished roboticist, entrepreneur and educator Ayanna Howard, PhD, became dean of The Ohio State University College of Engineering on March 1, 2021. Previously she was chair of the Georgia Institute of Technology School of Interactive Computing in the College of Computing, as well as founder and director of the Human-Automation Systems Lab (HumAnS).

Her career spans higher education, NASA's Jet Propulsion Laboratory, and the private sector. Dr. Howard is the founder and president of the board of directors of Zyrobotics, a Georgia Tech spin-off company that develops mobile therapy and educational products for children with special needs. Zyrobotics products are based on Dr. Howard's research.

Among many accolades, Forbes named Dr. Howard to its America's Top 50 Women In Tech list. In 2021, the Association for Computing Machinery named her the ACM Athena Lecturer in recognition of fundamental contributions to the development of accessible human-robotic systems and artificial intelligence, along with forging new paths to broaden participation in computing. In 2022, she was elected Fellow of the American Association for the Advancement of Science (AAAS) and the National Academy of Inventors (NAI), and was appointed to the National Artificial Intelligence Advisory Committee ( NAIAC).

Dr. Howard also is a tenured professor in the college's Department of Electrical and Computer Engineering with a joint appointment in Computer Science and Engineering. As dean, she holds the Monte Ahuja Endowed Dean's Chair, which was established in 2013 through a generous gift from Distinguished Alumnus Monte Ahuja '70. [View Dean Howard's full CV]

She is the first woman to lead the College of Engineering. Nationally, only 17% of engineering deans or directors across the country are female, according to the Society of Women Engineers. She also is the college's second Black dean. George Mason University President Gregory Washington served as interim dean from 2008 to 2011. Throughout her career, Dr. Howard has been active in helping to diversify the engineering profession for women, underrepresented minorities, and individuals with disabilities.

Dr. Howard earned her bachelor's degree in computer engineering from Brown University, her master's degree and PhD in electrical engineering from the University of Southern California, and her MBA from Claremont Graduate University.

From 1993 to 2005, she worked at NASA's Jet Propulsion Laboratory, where she held multiple roles including senior robotics researcher and deputy manager in the Office of the Chief Scientist. Among other projects, Howard was involved in developing SmartNav - an autonomous, next-generation Mars rover - and SnoMotes, toy-sized robots that can explore icy terrain that is too dangerous for scientists.

She joined Georgia Tech in 2005 as an associate professor and the founder of the HumAnS lab. The lab focuses on humanized intelligence, which uses techniques such as sensing and learning to enhance the autonomous capabilities of robots or other computerized systems. The HumAnS lab has generated more than 250 publications and $8.5 million in principal investigators-led research funding.

Among other roles at Georgia Tech, Dr. Howard was program director of the nation's first multidisciplinary robotics PhD program; associate chair for faculty development in the School of Electrical and Computer Engineering; and associate director of research at the Institute for Robotics and Intelligent Machines.

In 2013, she founded Zyrobotics to help translate the lab's research into commercial products for children with special needs. Zyrobotics spun off as a non-profit in 2020.

# data[].attributes.attachment_link.description
Accomplished roboticist, entrepreneur and educator Ayanna Howard, PhD, became dean of The Ohio State University College of Engineering on March 1, 2021. Previously she was chair of the Georgia Institute of Technology School of Interactive Computing in the College of Computing, as well as founder and director of the Human-Automation Systems Lab (HumAnS).

# data[].attributes.attachment_link.readable_text
In a captivating memoir, an Egyptian-American visionary and scientist provides an intimate view of her personal transformation as she follows her calling - to humanize our technology and how we connect with one another.

Rana el Kaliouby is a rarity in both the tech world and her native Middle East: a Muslim leader and CEO, a woman in charge in a field that is still overwhelmingly white and male. Growing up in Egypt and Kuwait, el Kaliouby was raised by a conservative father who valued tradition - yet also had high expectations for his daughters - and a mother who was one of the first female computer programmers in the Middle East. Even before el Kaliouby broke ground as a scientist, she broke the rules of what it meant to be an obedient daughter and, later, an obedient wife to pursue her own daring dream.

After earning her PhD at Cambridge, el Kaliouby, now the divorced mother of two, moved to America to pursue her mission to humanize technology before it dehumanizes us. The majority of our communication is conveyed through non-verbal cues: facial expressions, tone of voice, body language. But that communication is lost when we interact with others through our smartphones and devices. The result is a digital universe that's emotion blind. To combat our fundamental loss of emotional intelligence online, she co-founded Affectiva, the pioneer in the new field of Emotion AI, allowing our technology to understand humans the way we understand one another. Girl Decoded chronicles Rana el Kaliouby's journey from a "nice Egyptian girl" to a woman carving her own path as she revolutionizes technology. But decoding herself - learning to express and act on her own emotions-would prove to be the biggest challenge of all.

# data[].attributes.attachment_link.title
Dr. Rana el Kaliouby, Emotion AI Pioneer

# data[].attributes.attachment_link.description
In a captivating memoir, an Egyptian-American visionary and scientist provides an intimate view of her personal transformation as she follows her calling - to humanize our technology and how we connect with one another.

# data[].attributes.attachment_link.description
Anastasia Loukaitou-Sideris is Interim Dean of the UCLA Luskin School of Public Affairs, a former Associate Dean, a Distinguished Professor of Urban Planning, and a core faculty member of the UCLA…

# data[].attributes.attachment_link.description
Representing the digital technology industry in Europe

# data[].attributes.attachment_link.description
Leadership Miriam Vogel President and CEO Miriam Vogel has extensive experience working with C-suite, board of directors, policy makers, lawyers and other key stakeholders to establish best practices for legal and regulatory compliance, as well as establishing and operationalizing best practices in AI governance within Fortune 100 companies across multiple industry sectors. Miriam is the […]

# data[].attributes.attachment_link.description
The personal website of microbiologist Dr. Emmanuelle Charpentier, Nobel Laureate in Chemistry for her discovery of CRISPR Cas-9

# data[].attributes.attachment_link.title
Judith Love Cohen and the Female Engineers of Tomorrow

# data[].attributes.attachment_link.description
Judith Love Cohen, one of the first Female Engineers in aerospace, brought astronauts back from the Apollo 13 mission and helped Hubble see the stars.

# data[].attributes.attachment_link.title
STEAM Lesson Plans for All Ages | LEGO® Education

# data[].attributes.attachment_link.description
Bring hands-on learning to your classroom with LEGO® Education lesson plans. Find everything you need to make a great class using standards-aligned resources.

# data[].attributes.attachment_link.readable_text
April 2024 Editor's Pick

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making ...

# data[].attributes.attachment_link.title
Ignite STEM learning in K-12 - TeachEngineering

# data[].attributes.attachment_link.description
Free, K-12, NGSS standards-aligned STEM lessons and hands-on activities for teaching elementary, middle and high school science, engineering design and math. Search by concepts or specific Next Generation Science Standards (NGSS) to Ignite STEM learning in K-12.

# data[].attributes.attachment_link.description
Our blog keeps YES and EiE users, teachers and others informed of topics related to engineering in elementary education.

# data[].attributes.attachment_link.readable_text
Featured Projects

How can we support younger students through the transition to middle school?

Are GMOs the way to go?

How can we keep our communities safe and prepared for natural hazards?

Featured Resources

The Buck Institute has created this short video to help explain the Project Based Teaching Practices in our model for Gold Standard PBL.. Learn more

How to create and use norms in your classroom to build, positive, productive culture. Learn more

Sample: Explaining PBL and giving project details. Learn more

Announcements

Online Course - PBL Jumpstart: Teach

Register for our 8-week course PBL Jumpstart: Teach. You will learn how to incorporate effective teaching practices you already use into the framework of PBL, and you'll learn how to assume a new and rewarding role in the classroom.

Course Dates:

Winter: Mondays, January 8 - February 26, 2024
Summer: Mondays, July 1 - August 19, 2024
Fall: Mondays, September 9 - October 28, 2024
Learn more about the course

Online Course - PBL Jumpstart: Design

Register for our 8-week course PBL Jumpstart: Design. You will learn how to incorporate effective teaching practices you already use into the framework of PBL and you'll learn how to assume a new and rewarding role in the classroom.

Course Dates:

Winter: Mondays, January 8 - February 26, 2024
Summer: Mondays, July 8 - August 19, 2024
Fall: Mondays, September 9 - October 28, 2024
Learn more about the course

# data[].attributes.attachment_link.description
Your gateway to the very best in Project Based Learning, no matter where you are in your PBL journey. Here, you will find a growing set of resources to help you design and implement powerful learning in your classroom.

# data[].attributes.attachment_link.readable_text
We are excited about your amazing interest in our Learn STEM Online Course and our great online discussions and collaboration! More than 600 participants were exceeding our expectations by far. As promised, we have uploaded the learning design, the learning content, the weekly video and the live event presentation from all weeks now: You can download them for free and adapt and re-use them according our open license (CC BY).

And have also a look for our holistic Pedagogical Framework and our tools and recommendations for improving STEM education in schools and outside the classroom! Tell us how you like the Learn STEM Online Course and how we can support you. We are looking forward to your feedback and our future collaboration!

Uncategorized

The Conference "Learn STEM: Innovative pedagogy for STEM education" was an unexpected and incredible success: More than 700 teachers and headmasters from all five continents registered to join online on Wednesday, 29th of April 2020. The coordinator of the European initiative Learn STEM, Dr. Christian M. Stracke, is excited: "We are happy about the amazing interest in innovative STEM learning and in our pedagogical model and free tools". 22 international experts from Science, Technology, Engineering and Mathematics (STEM) presented latest developments in STEM education from scientific research to practical experiences.

The whole Learn STEM Online Conference is published online now! Everybody who could not participate or want to revisit the online conference, can enjoy the full programme and download all presentations. And the whole Learn STEM Online Conference 2020 was also recorded and the video of the full programme is available online, too!

Uncategorized

We are realizing now our Learn STEM Conference (that we had to cancel on 26th of March 2020) as an Online Conference on 29th of April 2020:

All school teachers, headmasters and researchers are most welcome!

We will explore and discuss how to innovate and improve school education in Science, Technology, Engineering and Mathematics (STEM).

The online programme starts at 16:00 with a keynote session and ends at 19:00. The meeting room will open 30 minutes before to allow you testing your connectivity and settings.

Join our Learn STEM Online Conference and REGISTER TODAY HERE!

Uncategorized

We are happy to offer you our Learn STEM Online Course next to our Learn STEM Conference (that will be realized as an Online Conference now):

The Learn STEM Online Course on Pedagogical Innovations for STEM Education will start on Thursday, 26th of March 2020.

You can join for free: www.competencedevelopment.eu

Watch our welcome video for the Learn STEM Online Course: www.bit.ly/LearnSTEM2020_Welcome

We invite you and all school teachers, headmasters and researchers to join the online course starting on 26th of March 2020: During four weeks, you and all participants can explore and discuss how to improve school education in Science, Technology, Engineering and Mathematics (STEM).

The introductory weeks started on 12th of March 2020 and are open for getting together and familiar with the online environment, see our introduction on: www.bit.ly/LearnSTEM2020_Introduction

Participate for free on: www.competencedevelopment.eu

Uncategorized

Unfortunately we have to CANCEL our Learn STEM Conference on 26th of March 2020 and postpone it due to the virus covid-19:

At the moment, it is most important to fight against the further spreading of covid-19 and to avoid any social contacts and meetings. Please take care and stay well!

Our kind offer: Join instead our free Online Course on innovative STEM education: www.competencedevelopment.eu

A new date for the Learn STEM Conference will be published hopefully soon here on our website.

Agora and Niekée schools, Conference, Learn STEM, Meeting, OUNL, Pedagogical Model, school education, STEM teachers

The online course "Learn STEM: Innovative pedagogy for STEM education" is available now: The European initiative Learn STEM invites all school teachers, headmasters and researchers to join and register for free. During four weeks, all participants can explore and discuss how to improve school education in Science, Technology, Engineering and Mathematics (STEM). The online course will start on Thursday, 26th of March 2020, registration is already open now at: www.competencedevelopment.eu

In the first week, the Learn STEM online course will introduce and explain innovative STEM learning along the example of the Learn STEM Pedagogical Model. Weeks 2 and 3 are focusing learner- and teacher-centred STEM education and related methodologies, instruments and practical tips. Finally, week 4 will offer STEM assessment tools to support teachers as well as learners to measure their progress. Starting on 1st of March 2020, the introductory weeks are opening for getting together and familiar with the online environment.

Learn STEM, OUNL, Pedagogical Model, school education, STEM teachers

Explore and join our Learn STEM Conference: "Learn STEM for innovative school education"

On Thursday, 26th of March 2020, we invite you to the most innovative Agora school in Roermond (the Netherlands).

All school teachers, headmasters and researchers are most welcome!

We will explore and discuss how to innovate and improve school education in Science, Technology, Engineering and Mathematics (STEM).

Join our discussion and register today!

Uncategorized

The Learn STEM workshop at the LINQ 2019 Conference was a huge success!

Around 100 pre-service and in-service teachers and headmasters were attending LINQ 2019 taking place on 22nd of November 2019 in the Niekee school in Roermond. The interactive Learn STEM session was attracting most of the conference participants leading to lively discussions about the Learn STEM Pedagogical Model and its usage and adaptation.

All presentations and video recordings from LINQ 2019 are already available online at: http://2019.learning-innovations.eu/proceedings-presentations-and-videos-are-online

Conference, Learn STEM, OUNL, Pedagogical Model, Presentation, school education, STEM teachers

We have developed a short video to explain Learn STEM and our objectives!

You can find it here on our website or on YouTube:

Enjoy!

Uncategorized

Learn STEM will conduct an interactive workshop at the international LINQ 2019 Conference!

We will present the Pedagogical Model Learn STEM and discuss it with the participants.

We are looking forward to meeting you in the workshop, too!

Here the link to the workshop and LINQ 2019 programme:

Session 1-1: Holistic School Education

Uncategorized

# data[].attributes.attachment_link.description
We are excited about your amazing interest in our Learn STEM Online Course and our great online discussions and collaboration! More than 600 participants were exceeding our expectations by far. As promised, we have uploaded the learning design, the learning content, the weekly video and the live event presentation from all weeks now: You can download them for free and adapt and re-use them according our open license (CC BY).

# data[].attributes.attachment_link.readable_text
Created by European Schoolnet, the Future Classroom Lab (FCL) is an inspirational learning environment in Brussels, challenging visitors to rethink the role of pedagogy, technology and design in their classrooms. Through six learning zones, visitors can explore the essential elements in delivering 21st century learning: students' and teachers' skills and roles, learning styles, learning environment design, current and emerging technology, and societal trends affecting education.

Since the opening of the Future Classroom Lab in January 2012, European Schoolnet and its supporting Ministries of Education have worked closely with a growing number of ICT providers to ensure an independently-funded and sustainable platform. Policy-makers, industry partners, teachers and other education stakeholders regularly come together in face-to-face training workshops and strategic seminars to develop visions for the school of the future and strategies on how to realise these.
Contact Us:
Email: fcl@eun.org

Postal and visiting address:

EUN Partnership / Future Classroom Lab

Rue de Trèves 61

B-1040 Brussels, Belgium

# data[].attributes.attachment_link.description
Created by European Schoolnet, the Future Classroom Lab (FCL) is an inspirational learning environment in Brussels, challenging visitors to rethink the role of pedagogy, technology and design in their classrooms. Through six learning zones, visitors can explore the essential elements in delivering 21st century learning: students' and teachers' skills and roles, learning styles, learning environment design, current and emerging technology, and societal trends affecting education.

# data[].attributes.headline
 European Space Education Resource Office (ESERO)

# data[].attributes.subject
 European Space Education Resource Office (ESERO)

# data[].attributes.attachment_link.description
Το Ευρωπαϊκό Γραφείο Πόρων Εκπαίδευσης για το Διάστημα (European Space Education Resource Office - ESERO) ιδρύθηκε επίσημα στην Ελλάδα στις 29 Νοεμβρίου 2021. Το Ελληνικό Γραφείο ESERO εδρεύει στο Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ) κι αποτελεί ένα συνεργατικό έργο μεταξύ του Ευρωπαϊκού Οργανισμού Διαστήματος (European Space Agency - ESA) κι εθνικών εταίρων, όπως τα Εργαστηριακά Κέντρα Φυσικών Επιστημών (ΕΚΦΕ) το Κέντρο Ψηφιακής Γεωγραφικής Εκπαίδευσης, την Ελληνική Εκπαιδευτική Ένωση STEM, την Ερευνητική Ομάδα ATLAS του ΑΠΘ, κ.ά.

# data[].attributes.attachment_link.description
The STEM Alliance has developed the Teacher Discovery Placement Scheme, an initiative in collaboration with the SYSTEMIC project that highlights existing placement programmes and help ensure the success, promotion and development of these placements.

# data[].attributes.attachment_link.readable_text
Accelerating Teaching has developed a joint MOOC course aiming at professional development for science teachers in lower and upper secondary schools. The MOOC comprise both the physics behind particle accelerators and learning scenarios to use in class and may thereby increase teachers' agency in teaching about physics and state-of-the-art research related to particle accelerators.
Read more "

BRAIINS (BRing AI IN Schools) targeted students (15-18), teachers, and local communities alike. Its main priorities were creation, testing, and dissemination of innovative educational practices in the digital era while increasing interest and level of achievement in STEM and operating for an inclusive school and -consequently-society.
Read more "

# data[].attributes.attachment_link.description
Scientix collects and promotes best practices in science teaching and learning in Europe, and organises trainings and workshops for STEM teachers

# data[].attributes.attachment_link.description
free online professional development courses to enhance your teaching practice

# data[].attributes.headline
 Osborne, J., Dillon, J. (2008). "Science Education in Europe: Critical Reflections."

# data[].attributes.subject
 Osborne, J., Dillon, J. (2008). "Science Education in Europe: Critical Reflections."

# data[].attributes.headline
UNESCO (2017). "Cracking the Code: Girls’ and Women’s Education in STEM."

# data[].attributes.subject
UNESCO (2017). "Cracking the Code: Girls’ and Women’s Education in STEM."

# data[].attributes.attachment_link.readable_text
The Ada Lovelace Institute was established by the Nuffield Foundation in early 2018, in collaboration with The Alan Turing Institute, the Royal Society, the British Academy, the Royal Statistical Society, the Wellcome Trust, Luminate, techUK and the Nuffield Council on Bioethics.

Our mission

We are an independent research institute with a mission to ensure that data and AI work for people and society. We believe that a world where data and AI work for people and society is a world in which the opportunities, benefits and privileges generated by data and AI are justly and equitably distributed and experienced.

We recognise the power asymmetries that exist in ethical and legal debates around
the development of data-driven technologies, and will represent people in those
conversations. We focus not on the types of technologies we want to build, but on
the types of societies we want to build.

Through research, policy and practice, we aim to ensure that the transformative
power of data and AI is used and harnessed in ways that maximise social wellbeing
and put technology at the service of humanity.

Our strategy

Read our strategy to find out more about the work of the Ada Lovelace Institute.

About Ada Lovelace

Ada Lovelace (1815-52) has been adopted globally as a trailblazer for women in maths and science; the daughter of Romantic poet Lord Byron, she was educated by her mother Anne Isabella Noel Byron to excel in mathematics. Her most influential work and writings were produced in relation to Charles Babbage's Analytical Engine, designed in 1837.

At the Ada Lovelace Institute, we are uniquely connected to Ada's legacy and conscious every day of the high standards she set for intellectual rigour and analysis.

# data[].attributes.attachment_link.description
Our core beliefs are that the benefits of data and AI must be justly and equitably distributed, and they must enhance individual and social wellbeing

# data[].attributes.attachment_link.title
The Nobel Prize | Women who changed science | Marie Curie

# data[].attributes.attachment_link.description
Marie Curie's relentless resolve and insatiable curiosity made her an icon in the world of modern science. Indefatigable despite a career of physically demanding and ultimately fatal work, she discovered polonium and radium, championed the use of radiation in medicine and fundamentally changed our understanding of radioactivity.

# data[].attributes.attachment_link.provider_name
Oak Ridge Institute for Science and Education (ORISE)

# data[].attributes.attachment_link.title
Free STEM Lesson Plans for K-12 Teachers - ORISE

# data[].attributes.attachment_link.description
ORISE offers free lesson plans and STEM resources for K-12 teachers to help their students embrace science, math and technology subjects.

# data[].attributes.attachment_link.readable_text
Find Next Gen STEM learning opportunities for students in multiple settings - in school, afterschool programs informal institutions like museums and science centers, and at home.

NASA Express Newsletter Sign-up

Are you looking for the latest NASA resources for teachers, parents, caregivers, and students? Subscribe to the NASA EXPRESS newsletter to get the latest NASA STEM opportunities delivered to your inbox every Thursday.

Learn More about NASA Express Newsletter Sign-up

get social with nasa stem engagement

Discover More STEM Topics From NASA

# data[].attributes.attachment_link.description
NASA offers a wide array of unique experiences for educators designed to engage K-12 students nationwide in the agency's missions, people, and resources.

# data[].attributes.attachment_link.title
Science Fair Project Ideas, Answers, & Tools

# data[].attributes.attachment_link.description
Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.

# data[].attributes.attachment_link.description
Makeblock launches STEM classes, lessons, and projects for all-age education to help teachers start their teaching easily with Makeblock products.

# data[].attributes.attachment_link.description
Open Roberta Lab - Online-Programmierumgebung für Roboter mit der grafischen Programmiersprache NEPO®

# data[].attributes.attachment_link.readable_text
Lesson plans and teaching resources

Teaching coding, computational thinking and STEAM using Edison robots is easy with our free teaching resources. All of the Edison programming languages have complementary teaching resources including lesson plans and teacher guides plus complete student activity-sheet sets. The student-centric lessons, written at grade-appropriate reading levels, encourage independent learning through engaging, hands-on activities.

View sample lessons below:

# data[].attributes.attachment_link.title
Edison Programmable Robot - Ideal for school classroom education

# data[].attributes.attachment_link.description
Edison is a robust educational robot designed to bring coding to life for students and help teachers deliver meaningful 21st century education.

# data[].attributes.attachment_link.description
Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

# data[].attributes.attachment_link.title
Scratch for Educators & Students: Lesson Plans

# data[].attributes.attachment_link.description
Here’s how to use Scratch in your classroom so that your students benefit the most!

# data[].attributes.attachment_link.title
STEM Equity | Empowering diversity of research in STEM education.

# data[].attributes.attachment_link.description
Empowering STEM (Science, Technology, Engineering, Mathematics) researchers and instructors at minority-serving institutions by advancing and diversifying the literature base to support college STEM instructors.

# data[].attributes.attachment_link.readable_text
If you have LEGO ® Education SPIKE ™ Prime / LEGO ® Education SPIKE ™ Essential then you need to download and install the SPIKE App or use the web version.

The SPIKE App is a student-facing app that can be used with both SPIKE Essential and SPIKE Prime to follow and complete lessons. The app includes "getting started" material, lessons, building instructions, and a series of coding experiences that progress from icon- and word-block coding based on Scratch to text-based coding based on Python.

# data[].attributes.attachment_link.keywords[]
spike prime | student app download | lego® education

# data[].attributes.attachment_link.title
SPIKE Prime | Student App Download | LEGO® Education

# data[].attributes.attachment_link.description
Bring yourself one step closer to integrating SPIKE Prime into your classroom. Download the SPIKE Prime app and learn about the solution & system requirements.

# data[].attributes.attachment_link.readable_text
Why teachers & students love it

Students become creators, building and exploring their 3D worlds

One tool for all - across subjects, ages and devices

Students become future-ready with the 21st century learning skills and 4 C's

Encourages storytelling, gamification and hands-on learning

Key applications

Create virtually anything in 3D

Easy-to-use Editor

Jump into Delightex and start creating today!
No sign-up or download required, just your imagination!

Explore and get inspired!

Visit our Gallery and get inspired by thousands of creations!

Making kids future-ready

With 21st Century skills and the 4 C's

Cultural and social understanding, empathy and communication skills

Secure learning environment

We care about your students' privacy. Delightex takes student privacy very seriously and is COPPA and FERPA-compliant.

We have several measures in place to make sure that the data that you and your students store in Delightex is always kept safe.

Learn more

License plans

Get started for free or create with no limits

Get started with basic creation features

Sign up

No need to download or install anything on your computer.
Delightex is fully accessible in the web browser!

Compare license plans

Works on any device

Create anywhere, anytime and on any device

Web application

Delightex (previously CoSpaces Edu) is an online application available on any up-to-date Internet browser!

No download or installation required

Build in your browser on any desktop or laptop, including Google Chromebooks

Mobile & tablet app.

Download the Delightex companion mobile app!

Create anywhere from any tablet device

View your creations in Virtual Reality from any smartphone!

Educator resources

We got almost everything needed to teach with Delightex! Use these free Delightex downloadable and printable goodies in your classroom.

View all resources

Get the Delightex app.

Create and explore anywhere and on any device!

We use cookies to learn how you interact with this website and analyze this information. Please accept this before browsing further.

If you decline, we won't collect any information when you visit this website.

# data[].attributes.attachment_link.title
Delightex for kid-friendly 3D creation and coding

# data[].attributes.attachment_link.description
Boost your kids' learning experience by letting them invent, build and code their own creations. Runs on mobile, tablet and desktop, including Chromebooks.

# data[].attributes.attachment_link.title
Tinkercad | From mind to design in minutes

# data[].attributes.attachment_link.description
Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

# data[].attributes.attachment_link.readable_text
Ημερίδα Π.Ι. "Εκπαίδευση για την Ψηφιακή Πολιτότητα σ' έναν Κόσμο Τεχνητής Νοημοσύνης", Απρίλιος 2025

εναρξη

Χριστιανα χριστοφορου

ΕΝΙΣΧΥΟΝΤΑΣ ΤΗ ΜΑΘΗΣΗ ΜΕΣΑ ΑΠΟ ΤΗΝ ΕΚΠΑΙΔΕΥΣΗ STEM ΚΑΙ ΤΗ ΡΟΜΠΟΤΙΚΗ: ΚΑΙΝΟΤΟΜΙΑ, ΙΣΟΤΗΤΑ, ΣΥΜΠΕΡΙΛΗΨΗ

https://bit.ly/44guzJK

Padlet

Το STEM αναφέρεται σε μια διεπιστημονική προσέγγιση στη διδασκαλία και τη μάθηση, η οποία ενσωματώνει τις Φυσικές Επιστήμες, την Τεχνολογία, τη Μηχανική και τα Μαθηματικά μέσα από αυθεντικά, βιωματικά και συνήθως βασισμένα σε προβλήματα ή έργα σενάρια (Bybee, 2013). ​

Ορισμοσ

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. National Science Teachers Association (NSTA) Press.​

Η προσέγγιση αυτή στοχεύει στην ανάπτυξη σημαντικών δεξιοτήτων του 21ου αιώνα,όπως η επίλυση προβλημάτων, η δημιουργικότητα, η συνεργασία και η υπολογιστική σκέψη, προετοιμάζοντας τους μαθητές για έναν ταχέως μεταβαλλόμενο και τεχνολογικά εξελισσόμενο κόσμο (Bybee, 2013).

Ορισμοσ

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

εννοιολογικο πλαισιο

Αποτελεσματική STEM εκπαίδευση: Διαθεματική σύνθεση των Φυσικών Επιστημών,της Τεχνολογίας, της Μηχανικής καιτων Μαθηματικών, με έμφαση σε αυθεντικά προβλήματα, συνεργατική μάθηση και συνεχή ανατροφοδότηση.

Διευρυμένο εννοιολογικό πλαίσιο για την ενιαία STEM εκπαίδευση, το οποίο αναπτύχθηκε στο πλαίσιο του έργου ATS STEM (Assessment of Transversal Skills in STEM). Το μοντέλο προτείνει μια δυναμική και πολυεπίπεδη προσέγγιση που συνδέει τα μαθησιακά αποτελέσματα με βασικές παιδαγωγικές αρχές, δεξιότητες, εργαλεία αξιολόγησης και διαδικασίες μάθησης.

Expanded ATS STEM Framework

Ιδεοθύελλα για ιδέες/λύσεις. Συζητώ τις προτεινόμενες λύσεις. Φτιάχνω ένα πλάνο.

Ακολουθώ το πλάνο. Δημιουργώ τη λύση.

Ελέγχω τη λύση.

Βελτιώνω τη λύση. Ελέγχω ξανά.

"Ποιο είναι το πρόβλημα;" "Πώς μπορώ να το λύσω;"

Μοιράζομαι το αποτέλεσμα.Εξηγώ πώς το λύση αντιμετωπίζει το πρόβλημα

γιατι STEM

Ανάπτυξη Σημαντικών Ικανοτήτων 21ου αιώνα (transversal skills)​

Ενίσχυση Ενδιαφέροντος για τις Επιστήμες και την Τεχνολογία

Οικονομική Ανάπτυξη, Ανταγωνισικότητα και Καινοτομία

Συμπερίληψη και Ισότητα

Καλλιέργεια Ικανότητας Προσαρμογής και Δια Βίου Μάθησης

Σύνδεση μάθσησης με προβλήματα πραγματικής ζωής

Συνδυάζει:

Επιστήμη (φυσικοί νόμοι).

Τεχνολογία (χρήση λογισμικών,προγραμματισμόs, αυτοματοποίηση).

Μηχανική (σχεδιασμός μηχανισμών, ανάλυση και βελτιστοποίηση λύσεων).

Μαθηματικά (μετρήσεις, γεωμετρία, λογική και αλγόριθμοι).

Εκπαιδευτική Ρομποτική: μία από τις πιο δυνατές και ολοκληρωμένες μορφές STEM εκπαίδευσης.

STEM KAI ΡΟΜΠΟΤΙΚΗ

Όπως και σε κάθε αυθεντικό STEM έργο, τα παιδιά περνούν όλα τα στάδια της σχεδιαστικής διαδικασίας.

Stem και ρομποτικη

Ανάπτυξη Καινοτόμου Σκέψης

Ρομποτική: απαιτεί σύνθεση γνώσεων από διαφορετικά πεδία, ενισχύοντας την καινοτόμο, διαθεματική σκέψη και τη δημιουργικότητα.

Μέσα από το σωστό σχεδιασμό ενισχύεται η συμμετοχή κοριτσιών και μαθητών με μαθησιακές δυσκολίες.

Ενίσχυση συμπερίληψης και ισότητας

Η ικανοποίηση από την επίλυση προβλημάτων και την κατασκευή λειτουργικών λύσεων αυξάνει την αυτοεκτίμηση και την πίστη στις ικανότητες των παιδιών.

Ενθαρρύνει την κοινωνική αλληλεπίδραση, τη ανάληψη ρόλων και την επίλυση συγκρούσεων.

Ενίσχυση Αυτοπεποίθησης και Αυτονομίας

Καλλιέργεια Δεξιοτήτων Συνεργασίας και Επικοινωνίας

Use this side of the card to define Concept 2 and highlight its differences with Concept 1. Compare briefly.

Ανάπτυξη Κριτικής και Υπολογιστικής Σκέψης

Απαιτεί από τα παιδιά να σχεδιάσουν, να πειραματιστούν, να δοκιμάσουν και να τροποποιήσουν λύσεις.

ρομποτικη και μαθηση

Η συμπερίληψη και η ισότητα στο STEM δεν είναι απλώς ποσοτικό ζήτημα συμμετοχής. Είναι να φτιάχνεις πραγματικές ευκαιρίεςμ για να νιώθουν όλοι ορατοί, ικανοί και σημαντικοί μέσα στις δραστηριότητες.

ΟΡΑΤΑ ΠΡΟΤΥΠΑ ΚΑΙ ΣΠΑΣΙΜΟ ΣΤΕΡΕΟΤΥΠΩΝ

Προβάλλω πρότυπα από διαφορετικά φύλα, πολιτισμούς και κοινωνικές ομάδες.Αφαιρώ από το λόγο μου στερεότυπα

πΡΟΣΑΡΜΟΓΗ ΔΙΔΑΣΚΑΛΙΑΣ ΚΑΙ ΔΙΑΦΟΡΠΟΙΗΣΗ

Αυθεντικα και προσβασιμα θεματα

Προωθηση ισοτητας και συμπεριληψης

Προβλήματα που σχετίζονται με την καθημερινότητα, τη φροντίδα και την κοινότητα.

Χρησιμοποιώ διαφορετικά υλικά, παρέχω υποστηρικτικό υλικό, δίνω εναλλακτικούς τρόπους παρουσίασης. Αξιολογώ με βάση την προσπάθεια, τη συνεργασία, τη δημιουργικότητα και την αναστοχαστικότητα, όχι μόνο το τελικό "σωστό αποτέλεσμα".

κατανομη ρολων και ενεργη ΣΥΜΜΕΤΟΧΗ ολων

Ανακύκλωση ρόλων.Ανάπτυξη κουλτούρας ομαδικότητας.

Stem project: "Can we survive on Mars?"

Ευχαριστω πολυ για τη συμμετοχη σας!

Βασικοί Στόχοι Στρατηγικού Σχεδίου Ανάπτυξης Εκπαίδευσης STEM 2025

Προσέλκυση περισσότερων κοριτσιών και γυναικών στον τομέα STEM με την υποστήριξη μέντορων και προτύπων

Προσέλκυση περισσότερων γυναικών σε σπουδές και σταδιοδρομίες STEM, έμπνευση μελλοντικών καινοτόμων πολιτών και προσέλκυση ταλέντων στον τομέα STEM

Άρση εμποδίων

Αύξηση του αριθμού των φοιτητών STEM στην επαγγελματική εκπαίδευση και κατάρτιση και στην τριτοβάθμια εκπαίδευση. Σύσφιξη των σχέσεων μεταξύ των τομέων της εκπαίδευσης και των επιχειρήσεων.

Το STEM στρατηγική προτεραιότητα στην εκπαιδευτική πολιτική της ΕΕ

Ηγεσία

Προώθηση και ανάπτυξη του ταλέντου STEM σε όλα τα επίπεδα εκπαίδευσης

Προώθηση της αύξησης του αριθμού των προγραμμάτων STEM που είναι ανθεκτικά στις μελλοντικές εξελίξεις.

Αναβάθμιση

σε διδακτορικά προγράμματα ICT

Tριτοβάθμια εκπαίδευση σε τομείς STEM

Αρχική επαγγελματική εκπαίδευση και κατάρτιση μεσαίου επιπέδου σε τομείς STEM

45%

5%

32%

* Στόχοι STEM σε επίπεδο ΕΕ για το 2030

Αύξηση του αριθμού των φοιτητών STEM στην επαγγελματική εκπαίδευση και κατάρτιση και στην τριτοβάθμια εκπαίδευση. Σύσφιξη των σχέσεων μεταξύ των τομέων της εκπαίδευσης και των επιχειρήσεων.

Το STEM στρατηγική προτεραιότητα στην εκπαιδευτική πολιτική της ΕΕ

Ηγεσία

Προώθηση και ανάπτυξη του ταλέντου STEM σε όλα τα επίπεδα εκπαίδευσης

Προώθηση της αύξησης του αριθμού των προγραμμάτων STEM που είναι ανθεκτικά στις μελλοντικές εξελίξεις.

Αναβάθμιση

ΔΗΜΙΟΥΡΓΙΑ ΚΕΝΤΡΩΝ ΕΚΠΑΙΔΕΥΣΗς STEM

ΔΗΜΙΟΥΡΓΙΑ εΥΡΩΠΑϊΚΟy ΠΤΥΧΙΟY ΜΗΧΑΝΟΛΟΓΙΑΣ

ΑΝΑΠΤΥΞΗ ΠΛΑΙΣΙΟΥ ΔΕΞΙΟΤΗΤΩΝ stem

+info

+info

+info

Στόχοι STEM σε επίπεδο ΕΕ για το 2030

https://www.steamecologies.eu/about/

Σύνδεση μάθησης με τη λύση αυθεντικών προβλημάτων

Τα παιδιά εφαρμόζουν την επιστήμη, την τεχνολογία, τη μηχανική και τα μαθηματικά σε πλαίσια που αναδεικνύουν συνδέσεις μεταξύ του σχολείου,της κοινότητας, της εργασίας, και την παγκόσμια επιχειρηματική δράση...(Tsupros, Kohler, & Hallinen, 2009)

Οι μαθητές μαθαίνουν να εφαρμόζουν τη γνώση σε αυθεντικά προβλήματα αναπτύσσοντας ουσιαστική κατανόηση και δεξιότητες επίλυσης προβλημάτων (Honey, Pearson, & Schweingruber, 2014; Thomas, 2000).

("Educate to innovate campaign for excellence in STEM education, https://obamawhitehouse.archives.gov/issues/education/educate-innovate)

Tα 30 ταχύτερα αναπτυσσόμενα επαγγέλματα -όπως εκπαιδευτής ρομπότ, μηχανικός τεχνητής νοημοσύνης, τεχνικός ανανεώσιμων πηγών ενέργειας- απαιτούν τουλάχιστον βασικές γνώσεις στους τομείς της επιστήμης, της τεχνολογίας, της μηχανικής και των μαθηματικών.,

Επενδύοντας σε STEM εκπαίδευση, οι κοινωνίες ενισχύουν την καινοτομία, δημιουργούν νέες θέσεις εργασίας και διασφαλίζουν οικονομική ανταγωνιστικότητα (European Commission, 2015; WEF Reports).

Oι κοινωνίες που δίνουν έμφαση στην ανάπτυξη δεξιοτήτων STEM παρουσιάζουν αυξημένα ποσοστά καινοτομίας, ενίσχυση της επιχειρηματικότητας και μεγαλύτερη ανθεκτικότητα στις οικονομικές κρίσεις (European Commission, 2015; OECD, 2018).

Οι μητροπολιτικές περιοχές με υψηλότερα επίπεδα STEM γνώσης παρουσιάζουν ισχυρότερες τοπικές οικονομίες και χαμηλότερα επίπεδα ανισότητας εισοδήματος, ενισχύοντας έτσι τη συνοχή και τη βιώσιμη ανάπτυξη (Brookings Institution, 2017)..

* Problem-solving Design and Approaches: Χρήση προβλημάτων ως αφετηρία για μάθηση. * Disciplinary and Interdisciplinary Knowledge: Ισορροπία μεταξύ εμβάθυνσης στα επιμέρους αντικείμενα και της διαθεματικότητας. * Real-world Contexts: Σύνδεση με αυθεντικά, καθημερινά περιβάλλοντα και προβλήματα. * Appropriate Use and Application of Technology: Ενσωμάτωση ψηφιακών εργαλείων με νόημα και στόχευση. * Engineering Design and Practices: Ανάπτυξη σχεδιαστικής και μηχανικής σκέψης μέσω σχεδίων και πρωτοτύπων. * Appropriate Pedagogical Practices: Χρήση διδακτικών στρατηγικών που ευνοούν την ενεργή συμμετοχή και τη διερώτηση.

STEM Learning Design Principles

STEM εκπαίδευση: συμβάλλει στην καλλιέργεια εγκάρσιων ικανοτήτων, καθώς ενισχύει την ικανότητα των παιδιών να μεταφέρουν τη μάθηση σε νέα πλαίσια, να εργάζονται δημιουργικά σε πολυεπιστημονικές ομάδες και να αντιμετωπίζουν πολύπλοκες κοινωνικές και τεχνολογικές προκλήσεις με υπευθυνότητα και καινοτομία. (Binkley, 2012; Fernández-Morante et. al, 2022, OECD, 2018))

Εγκάρσιες ικανότητες (Transverasal competences)

Εγκάρσιες δεξιότητες: αναφέρονται σε συγκεκριμένες πρακτικές ικανότητες, όπως η συνεργασία, η επίλυση προβλημάτων, η κριτική σκέψη και η δημιουργικότητα.

Εγκάρσιες ικανότητες: περιλαμβάνουν ένα ευρύτερο σύνολο ενσωματώνοντας πέρα από δεξιότητες, γνώσεις και στάσεις, όπως η υπευθυνότητα, η αυτορρύθμιση, η καινοτόμος σκέψη και η ηθική κρίση. Εϊναι η ενοποιημένη ανάπτυξη γνώσης, δεξιότητας και αξιακού υπόβαθρου.

ΒΙΒΛΙΟΓΡΑΦΙΑ

➡️ Sullivan & Bers (2016): η έγκαιρη εμπλοκή κοριτσιών στη ρομποτική μπορεί να μειώσει τις ανισότητες φύλου στα STEM. ➡️ Alimisis, D. (2013): η χρήση ρομποτικής μπορεί να λειτουργήσει ως εργαλείο συμπεριληπτικής εκπαίδευσης.

Eguchi, A. (2014) : η ρομποτική προσφέρει ένα πλαίσιο όπου οι μαθητές μαθαίνουν μέσα από την αλληλεπίδραση και την ομαδική εργασία.

ΒΙΒΛΙΟΓΡΑΦΙΑ

Στο κέντρο του σχήματος βρίσκονται τέσσερις βασικές διεργασίες: Διερευνητική Μάθηση στις Φυσικές Επιστήμες (διερώτηση), Μηχανικός Σχεδιασμός, Τεχνολογικός Γραμματισμός και Μαθηματική Σκέψη. Αυτά δεν λειτουργούν αυτόνομα αλλά συνδέονται στενά μεταξύ τους. Η επιστημονική διερεύνηση δίνει το θεωρητικό υπόβαθρο, η μαθηματική σκέψη και ο τεχνολογικός γραμματισμός στηρίζουν την ανάλυση και την εφαρμογή, ενώ ο μηχανικός σχεδιασμός μετατρέπει τη θεωρητική γνώση σε πρακτικές λύσεις. Η ροή μεταξύ των στοιχείων είναι δυναμική και όχι γραμμική: οι μαθητές κινούνται μπρος-πίσω ανάλογα με το πρόβλημα που αντιμετωπίζουν. Το όλο σύστημα στηρίζεται πάνω σε μια βάση: το Situated STEM Learning, δηλαδή η μάθηση μέσα σε ρεαλιστικά, αυθεντικά περιβάλλοντα. Ένα επιπλέον κρίσιμο στοιχείο είναι η Community of Practice, που συνδέεται με όλες τις δραστηριότητες και ενισχύει τη συνεργατική μάθηση.

Επεξήγηση διαγράμματος

* Reflect STEM Learning Design Principles: Οι αξιολογήσεις πρέπει να συνάδουν με τις αρχές σχεδιασμού STEM. * Facilitate Feedback: Παροχή ανατροφοδότησης που βοηθά τον μαθητή να προχωρήσει. * Facilitate Peer-assessment: Καλλιέργεια ικανοτήτων αλληλοαξιολόγησης. * Elicit Evidence of Learning: Ανάδειξη αποδεικτικών στοιχείων μάθησης μέσα από αυθεντικές δραστηριότητες. * Facilitate Self-assessment: Ενίσχυση της αυτοαξιολόγησης και του αναστοχασμού. * Integrate STEM Content: Η αξιολόγηση να περιλαμβάνει ενοποιημένο STEM περιεχόμενο. H διαμορφωτική αξιολόγηση θεωρείται κρίσιμη για τη συνεχή υποστήριξη της μάθησης και τη διαφοροποίηση της διδασκαλίας.

Key Features of Formative Assessment Tasks

Integrated STEM Topics (Learning Outcomes)

Στην καρδιά του πλαισίου βρίσκονται τα Ενοποιημένα Θέματα STEM, που αναφέρονται στα μαθησιακά αποτελέσματα τα οποία επιδιώκει να καλλιεργήσει η ολοκληρωμένη STEM διδασκαλία. Η διδασκαλία αυτή δεν περιορίζεται στην απλή συνύπαρξη διαφορετικών γνωστικών αντικειμένων, αλλά προϋποθέτει συνδυαστική και συνθετική προσέγγιση των Φυσικών Επιστημών, της Τεχνολογίας, της Μηχανικής και των Μαθηματικών μέσα από ρεαλιστικά και αυθεντικά προβλήματα.

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

Lorem ipsum dolor sit

Lorem ipsum dolor

Consectetur adipiscing elit

Lorem ipsum dolor sit amet.

Consectetur adipiscing elit.

Sed do eiusmod tempor incididunt ut.

Συμπερίληψη και Κοινωνική Ισότητα

Το STEM προάγει τη συμμετοχή όλων των μαθητών, ανεξάρτητα από φύλο ή κοινωνικοοικονομικό υπόβαθρο, συμβάλλοντας στη μείωση των ανισοτήτων στην εκπαίδευση και στην αγορά εργασίας (UNESCO, 2017; EIGE Reports).

Δια βίου μάθηση

Η STEM εκπαίδευση αναπτύσσει την ικανότητα των μαθητών να προσαρμόζονται σε έναν κόσμο που αλλάζει συνεχώς και να συμμετέχουν σε συνεχή αυτοεκπαίδευση (OECD, 2018; European Commission, 2020).

* Δημιουργία Ευρωπαϊκής Εκτελεστικής Επιτροπής STEM που θα συγκεντρώνει υψηλόβαθμους εκπροσώπους από τον επιχειρηματικό, πολιτικό ή διοικητικό τομέα για να συμβουλεύει τους υπεύθυνους λήψης αποφάσεων σε στρατηγικά ζητήματα όπως ο εκσυγχρονισμός των αναλυτικών προγραμμάτων. * Βελτίωση της κατανόησης των δεξιοτήτων STEM μέσω της μέτρησης των αποτελεσμάτων των αποφοίτων και της συλλογής στρατηγικών δεδομένων για την καλύτερη πρόβλεψη των αναγκών σε δεξιότητες ανά τομέα.

* Innovation and Creativity: Καλλιέργεια της ικανότητας παραγωγής νέων ιδεών και δημιουργικών λύσεων. * Problem-solving: Ανάπτυξη ικανοτήτων εντοπισμού, ανάλυσης και επίλυσης σύνθετων προβλημάτων. * Meta-cognitive Skills: Αυτορρύθμιση της σκέψης και ανάπτυξη δεξιοτήτων αυτοαναστοχασμού. * Collaboration: Ικανότητα εργασίας σε ομάδες, ανάπτυξη κοινωνικών και επικοινωνιακών δεξιοτήτων. * Communication: Σαφής και αποτελεσματική επικοινωνία σε γραπτό και προφορικό λόγο. * Self-regulation: Διαχείριση προσωπικής μάθησης και συναισθημάτων. * Critical-thinking: Ικανότητα ανάλυσης, αξιολόγησης και κριτικής επεξεργασίας δεδομένων και απόψεων. * Disciplinary Skills and Competences: Εξειδικευμένες γνώσεις και δεξιότητες ανά γνωστικό αντικείμενο.

. Core STEM Competences

Ενίσχυση Ενδιαφέροντος για τις Επιστήμες και την Τεχνολογία

Η STEM εκπαίδευση αυξάνει το ενδιαφέρον των μαθητών για επιστημονικές και τεχνολογικές σταδιοδρομίες, συμβάλλοντας στην αντιμετώπιση της έλλειψης επιστημόνων και μηχανικών (Maltese & Tai, 2011; Osborne & Dillon, 2008).

* Flexible: Ευελιξία προσαρμογής σε διαφορετικά μαθησιακά σενάρια. * Practical: Εύκολη και αποτελεσματική χρήση στην τάξη. * Functional: Παροχή ουσιαστικών δυνατοτήτων παρακολούθησης και αξιολόγησης της προόδου. * Useful: Χρησιμότητα για μαθητές και εκπαιδευτικούς στη μαθησιακή διαδικασία. Η τεχνολογία προσφέρει τη δυνατότητα εξατομίκευσης και της δημιουργίας ενός πλούσιου ανατροφοδοτικού περιβάλλοντος.

Key Features of Digital Assessment Tools

Wing (2006) εισήγαγε τον όρο "Computational Thinking" και τόνισε τη σημασία του στην εκπαιδευτική διαδικασία, τονίζοντας πως η σκέψη σαν υπολογιστής μπορεί να εφαρμοστεί σε κάθε πεδίο γνώσης. Bers, M. U. (2018) υποστηρίζει πως η συμμετοχή σε προγραμματιστικές δραστηριότητες ενισχύει τη λογική και αναλυτική σκέψη, ακόμη και σε παιδιά προσχολικής ηλικίας.

ΒΙΒΛΙΟΓΡΑΦΙΑ

# data[].attributes.attachment_link.title
ΕΝΙΣΧΥΟΝΤΑΣ ΤΗ ΜΑΘΗΣΗ ΜΕΣΑ ΑΠΟ ΤΗΝ ΕΚΠΑΙΔΕΥΣΗ STEM ΚΑΙ ΤΗ ΡΟΜΠΟΤΙΚΗ: ΚΑΙΝΟΤΟΜΙΑ, ΙΣΟΤΗΤΑ, ΣΥΜΠΕΡΙΛΗΨΗ

# data[].attributes.attachment_link.description
ΕΝΙΣΧΥΟΝΤΑΣ ΤΗ ΜΑΘΗΣΗ ΜΕΣΑ ΑΠΟ ΤΗΝ ΕΚΠΑΙΔΕΥΣΗ STEM ΚΑΙ ΤΗ ΡΟΜΠΟΤΙΚΗ: ΚΑΙΝΟΤΟΜΙΑ, ΙΣΟΤΗΤΑ, ΣΥΜΠΕΡΙΛΗΨΗ

# data[].attributes.headline
Εργαλείο σχεδίαση STEM

# data[].attributes.subject
Εργαλείο σχεδίαση STEM

# data[].attributes.attachment_link.title
Εργαλείο Σχεδίασης STEM – Λίστα Ελέγχου Κριτηρίων

# data[].attributes.headline
Σενάριιο 1 -Δημοτική Εκπαίδευση

# data[].attributes.subject
Σενάριιο 1 -Δημοτική Εκπαίδευση

# data[].attributes.attachment_link.title
Σενάριο 1_ Δημοτική Εκπαίδευση

# data[].attributes.headline
Βιβλιογραφία

# data[].attributes.subject
Βιβλιογραφία

# data[].attributes.attachment_link.title
Βιβλιογραφία

# data[].attributes.headline
Σενάριο 1_Μέση_Εκπαίδευση

# data[].attributes.subject
Σενάριο 1_Μέση_Εκπαίδευση

# data[].attributes.attachment_link.title
Σενάριο 1_Μέση_Εκπαίδευση

# data[].attributes.headline
Σενάριο 2 _Δημοτική Εκπαίδευση

# data[].attributes.subject
Σενάριο 2 _Δημοτική Εκπαίδευση

# data[].attributes.attachment_link.title
Σενάριο_2_Δημοτική_Εκπαίδευση

# data[].attributes.attachment_link.title
STEM Education Statistics in 2024 - STEM Education Guide

# data[].attributes.attachment_link.description
This is a vast list of current STEM education facts. I’ve gathered the most interesting statistics from the US and worldwide. Sources included.

# data[].attributes.headline
Σενάριο 2_Μέση Εκπαίδευση

# data[].attributes.subject
Σενάριο 2_Μέση Εκπαίδευση

# data[].attributes.attachment_link.title
Σενάριο2_Μέση_Εκπαίδευση

# data[].attributes.attachment_link.description
Save time! Let School AI help you generate important documents like lesson plans, worksheets, IEPs, class newsletters, and more!