DERNIER QUESTIONNAIRE POUR LES COORDINATEURS

School : OSNOVNA  SKOLA  MATIJE  GUPCA  ZAGREB / CROATIA

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

The sudents of « Osnovna škola Matije Gupca » have developed key skills such as project management, intercultural communication, and teamwork. These skills are valuable in both their current roles and future career prospects.

   - Exposure to different teaching methods and educational systems has inspired them to implement innovative practices in their own classrooms.

   - Participation in the project has boosted the motivation and engagemen leading to a more dynamic and enthusiastic teaching environment.

   - Students have gained a deeper understanding and appreciation of different cultures, fostering a more inclusive and open-minded perspective.

   - Immersion in foreign languages during exchanges has significantly improved students' language proficiency, which is an asset in their academic and professional lives.

   - The experience of studying or training abroad has boosted students' confidence and independence, preparing them for future challenges in both their personal and professional lives.

The project has strengthened our students’ ties with international students, paving the way for future collaborations and exchanges.

   - New teaching methodologies and tools introduced through the project have enriched the curriculum and improved student engagement and learning outcomes.

   - The project has encouraged interdisciplinary collaboration, leading to more holistic and comprehensive educational experiences for students.

Students have expanded their professional networks, which can lead to future academic and career opportunities.

Enhanced skills and experiences gained through the project have improved the career prospects of  students , making them more competitive in the job market.

Many students begin with a basic interest in technology or robotics, often sparked by exposure to robots in media, games, or school.

Some may have engaged in simple DIY kits or toys, developing a basic fascination with how robots work.

Students typically learn fundamental concepts in science, math, and sometimes programming before starting a robotics project.

Understanding of basic electronics, sensors, and motors might be introduced through classroom instruction or extracurricular activities like robotics clubs.

Skill Development:

Skills in programming (e.g., block-based languages like Scratch, or text-based languages like Python) are usually nurtured in parallel with their growing interest in robotics.

Basic mechanical skills, such as using tools, understanding gear ratios, and simple engineering concepts, are often taught in preparation for more hands-on robotics work.

Problem-Solving and Critical Thinking:

Students in our school  start learning Science Coppurers, Basics of Robotics and Coding , foundamental knowledge about the real-world applications of robotics in various fields, such as manufacturing, healthcare, and space exploration. This helps them understand the broader implications of their projects in general-

Guest speakers, field trips, or virtual tours of industries using robotics can be influential in shaping their understanding and enthusiasm.

After the project, students had varying levels of confidence in their abilities. Initial exposure to robotics concepts in a low-pressure environment  definitely helped build their confidence and initiative to take on more complex projects.

Technical Skills: They move from theoretical knowledge and basic practical experience to hands-on experience, often leading to a deeper understanding of robotics principles.

Collaboration: Group projects enhance their ability to work effectively in teams, share ideas, and communicate technical concepts.

Innovation: Exposure to real challenges in a project setting can inspire students to think creatively and come up with novel solutions.

Confidence: Completing a project successfully can significantly boost their confidence and interest in pursuing further education or careers in robotics or related fields.

Each student's journey was unique, but these are some general trends that educators often observe in the evolution of students regarding robotics.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

In this project Croatia was hosting the last mobility - TNM Croatia Mobility  30th June  -4th July 2024

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Air transportation (plane) and bus transport

Bulgaria : Air transportation (plane)

North Macedonia : Air transportation (plane)

Spain : Air transportation (plane) and bus transportation to Venice

Italy : Air transportation (plane)

Belgium : Air transportation (plane)

Portugal : Air transportation (plane)

Spain : Tenerife : Air transportation (plane) and bus transportation to Venice

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

Define robotics      Silvana Svetličić 20. 12.2022.

Robot surgeons

                               Mirjana Blažičko 1. 12.2022.

The first interplanetary spacecraft (Sputnik in 1958)

                                         Irina Krlić 20. 12.2022.

My choice            Robotic and the environment

Janja Lešćan

Robotics in transport                                          

Mirna Ćurković  20. 12.2022.                             

Electric clothes

Mirna Ćurković  20. 12.2022. Barbara Čičmak

20. 12.2022.

Robotics in the life of every days                       

Mirjana Blažičko

Marina Bošnjak

20. 2.2022.

Robotic Recycling Sorting: Set up a recycling station where students  have to sort different types of recyclable materials. Enhance the activity by introducing a simple robotic arm that can help with the sorting process. They can learn about the importance of proper waste management and automation technology. – Marina Bošnjak , during the year 2024

Design a Greenhouse: Teach kids about sustainable practices and the importance of greenhouse gases by having them design and build their own mini greenhouse. They can experiment with different materials, insulation, and ventilation systems. – Linda Zelić i Ivana Devernay, during the year 2024

Design a Greenhouse: Teach kids about sustainable

Construct a LEGO Mindstorms Challenge: Utilize LEGO Mindstorms kits to create challenges where the kids can build and program robots to complete specific tasks. They can learn coding, problem-solving, and teamwork skills while exploring the field of robotics. Linda Zelić i Ivana Devernay, during the year 2024

Environmental scavenger hunt

   - Instructions: Create a list of environmental items or phenomena (e.g., types of plants, wildlife, recyclable items, pollution sources) for the students to find and document in an outdoor area. This activity promotes awareness and observation of the environment while engaging in an interactive scavenger hunt.

Barbara Čičmak, Mirjana Blažičko, during the year 2024

Wind Energy: Help kids learn about wind energy with this fun ‘craftivity’. They’ll use a few simple supplies to make their own “turbine”. This would be a great investigation to pair with an energy unit.

Mirna Ćurkovič, Marina Bošnjak, during the year 2024

Find and protect endangered wildlife:

Use your smartphone's GPS, use a free APP, find all the threatened and endangered species living near you and try to protect them.

Janja Lešćan, Mirjana Blažičko, during the year 2024

SolarEnergy is the cheapest energy source and saves a ton of money. Schools typically have flat roofs, which are a natural fit for solar panels. We can do some research and get our administration on board! The students could even write to UNDP to see if they would be interested in assisting us in getting solar panels for the school

October 2023 Marina Bošnjak

Family’s carbon footprint

 Students feel most powerful and engaged when they can connect their own lives to what’s going on in the world. Students can calculate their family’s carbon footprint or study the “life cycle” of plastic (i.e., how it is made from oil, processed with chemicals, transported long distances, and often used only for minutes before being discarded).

November 2023 Ivana Devernay

JANUARY 2024

School lunch menus

 School lunch menusand rank them from least environmentally friendly (meat-based) to most environmentally friendly (vegetable-centred). We can work on building students’ activism for effective change by letting them choose an environmental issue they feel strongly about, conduct their own research, and figure out which politicians or corporations to contact about the issue.

Irina Krlić, Ivana Devernay, Barbara Čičmak

March 2024

Let's solve some problems - The influence of stone rains on the restoration of the cathedral in Zagreb

Mirjana Blažicko

Partipation in the ecological action of cleaning forest-park on Medvednica (Sljeme).  

Linda Zelić, Barbara Čičmak, Ivana Devernay

5. Sorting robot

Using the lego spike prime set, students will create a sorting robot that will recognize colors and, based on them, separate waste into the appropriate containers.

Marina Bošnjak , June 2024

Computer Science curriculum

Croatian language curriculum

English Language curriculum

Librarians’ curriculum

Croatian language curriculum

Computer Science curriculum

Informatics

Coding

Robotics

Design curriculum

Tehnical culture education

Coding

Design curriculum

Tehnical culture education

Coding

Croatian language curriculum

English Language curriculum

Design

Biology

Librarian’s workshop

Computer Science

Design

Croatian Language

Computer Science

English Language

Visual Art curriculum

Design

All languages

Croatian language

MYP classes and all teachers

 Community and Actions

Computer Science curriculum

Informatics

Coding

Robotics

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Detective games for each activity

Robotsin every day life

- Students have gained a deeper understanding and appreciation of different cultures, fostering a more inclusive and open-minded perspective.

   - Immersion in foreign languages during exchanges has significantly improved students' language proficiency, which is an asset in their academic and professional lives.

Student reports

Christmas cards

Power Point Presentation

Croaian Language Acquisition curriculum

Languafe Day Fair

Mother Tongue Day Fair

Project activities accompany regular classes and extracurricular activities, i.e., collaborative work in the school co-operative in English which is the language of instruction. Students  learned by connecting new knowledge with knowledge and concepts that they already know, thereby constructing new meanings about sustainability and recycling materials, and finding the ways to reduce their own impact on climate change. Interdisciplinary project „Storytelling tea party” with a group of subjects: Visual art culture, Technology design, School co-op and Librarian includes a multitude of activities as urban gardening, school gardening, planting medicinal herbs for tea, making homemade tea, sewing reusable tea bags, sewing didactical dress for the tea storytelling; making digital map and handmade scratch book about 12 different types of tea; designing and making tea packaging out of handmade recycled paper; pottery teapots; creating own digital footprints (using an app.), researching about sustainable architecure, designing energy efficient house model in 3D software (location/climate, environment, building materials, isolation, solar panels, wind turbine, water tank, pond with fresh water, urban, fragrant or permaculture garden etc.

Since not every school has the opportunity to grow plants in their own garden, we consider it of great importance to familiarize the remaining organizations participating in the project with the importance and peculiarities of growing in such conditions. Students, as users and the target group of this project, will adopt the principles of sustainable development and develop the skills and knowledge essential for becoming citizens of the future through the mentioned activities.

In our school, students encounter the process of recycling (paper) and sustainable development as a cross-curricular topic in all subjects almost every day. During the regular lessons in technical culture/design students design and make different types of recyclable bins/containers for recycling waste (especially paper). Students participated in a humanitarian action with collecting bottle caps in recycling yards and helped children suffering from leukaemia and lymphoma to get expensive medicines. A large recycling container for disposal of waste clothes (which someone in need will be able to wear) this year has been installed in the school - reusing.

In our daily activities with the students, we use recycled materials when making decorations for the school, but also useful items, for example through the work of the cooperative. We teach students about climate change and the possibilities of their local action in various subjects.

What are the strengths that you will add to the project as a partner?

The biggest benefit that our school can provide is a multitude of diverse and interesting activities from different areas of education and cross-curricular topics (sustainable development, personal and social grow, ICT/digital skills, entrepreneurship, etc.).

We are a highly motivated group of teachers who love creative work with students through interdisciplinary topics.

Are there any other groups or organizations that will benefit from the project? Please explain how.

Except our school community, this project can benefit the wider school community and local community, as well as cooperation with various cultural and scientific institutions (Natural History Museum, School Museum, Museum of Arts and Crafts, etc.) through organizing workshops, professional lectures, exhibitions.

We also cooperate with the Medvednica nature park, so we can distribute any resulting materials to their visitors. Since we have international community all these activities involves different languages and cultures.

Students become aware  about the importance of languages and its importance spans across various dimensions, including communication, culture, cognition, and social interaction.

Computer Science curriculum

Informatics

Coding

Robotics

School : St’ Primary School of Limassol (KB) – Ag. Nikolaou, Cyprus

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Students in the field of robotics have evolved significantly during the two years, reflecting broader trends in technology, education, and industry.

Their knowledge was poor and limited. They had little experience in this field.

1. Access to Advanced Tools and Technologies

Students now have access to more sophisticated platforms and open-source software. They can work with AI, machine learning, and even advanced hardware like robotic arms and drones. This has enabled them to build more complex and functional robots.

2. Integration of AI and Machine Learning

The integration of AI and machine learning has become a staple in robotics education. Students are not just building robots; they are training them to learn and adapt, allowing for projects that involve autonomous navigation, voice recognition, and computer vision.

3. Collaborative and Interdisciplinary Learning

There is a growing emphasis on interdisciplinary projects that combine robotics with biology (e.g., bio-inspired robots), ethics, environmental science (e.g., robots for climate monitoring), and even art and design. This collaboration broadens the scope of what students can achieve and the problems they can solve.

4. Focus on Real-World Applications

Students are increasingly focused on projects with tangible applications, such as robots for healthcare, agriculture, disaster response, and education. This shift is driven by a greater awareness of global challenges and the role technology can play in addressing them.

5. Access to Global Collaboration and Competitions

Students are now participating in global robotics competitions like FIRST Robotics, RoboCup, and Hackathons, where they collaborate and compete with peers worldwide. This exposure has significantly raised the bar in terms of innovation and creativity.

6. Enhanced Soft Skills  

There is a growing emphasis on soft skills such as teamwork, project management, communication, and ethical considerations in robotics. These skills are essential as robotics projects become more complex and integrated into broader societal contexts.

7. Diversity and Inclusion

Efforts to increase diversity and inclusion have started to bear fruit, with more initiatives aimed at encouraging women and underrepresented groups to participate in robotics. This is leading to a more diverse pool of talent and perspectives, which is crucial for innovation.

8. Learning Resources and Community

  The availability of online resources, tutorials, forums, and open-source communities has transformed how students learn and collaborate. They can now access a wealth of knowledge and support from around the world, anytime they need it.

9. Entrepreneurial Spirit

Many students are now using their robotics skills to launch startups or work on commercial projects while still in school. This shift is driven by the increasing accessibility of prototyping tools, funding opportunities, and incubators that support young innovators.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

My school was not responsible for an LTTA mobility.

          -

          -

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

In the various activities, all participating students had the opportunity to get involved, regardless of language background, learning level, etc. Everyone managed to get active and get involved in the activities in a very nice, creative and constructive way, in a climate that favored the free exchange of opinions, cooperation, democracy.

Definetely.

100%. I explain in my answer to Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Car, plane, bus.

Bulgaria : plane

North Macedonia : plane

Spain : plane

Italy : plane

Belgium : plane

Portugal : plane

Cyprus is an island and we cannot travel abroad without taking the plane. During the travellings in the participant to project countries, we choose transports for all the team that respect the enviroment and cost less.

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

The topic of the project was about robotics and the environment. Every possible effort was made to make use of all the subjects taught at our school and to teach the above subjects. It was not difficult, especially in terms of the environment, because our school is particularly sensitive to the issue and teaches at every opportunity.

Our students worked through the courses: Greek language, mathematics, environmental education, natural sciences, physical education, health education, geography, history.

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Improved the level of languages, essentially the English language. The students tried their best to communicate in English and not be shy. Then, through the various activities, they managed to improve their language level and interact.

School : ISTITUTO COMPRENSIVO DON ALFONSO DE CARO FISCIANO-LANCUSI ITALY

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Our students have been envolved in many activities regarding robotics : classroom lessons, web research, meetings with experts, laboratory activities, lessons at the robotics center of the University of Salerno

Students had little knowledge about robotics because considered it a world away from their reality

Today they have a lot knowledges and above all they understood the importance of robotics for the future of medicine, science and for everyday life.the onl

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

The only organization that took care of the activitie was our school

---------

-------

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

Yes, of course

Accessibility was guaranted at all stages of the project

Inclusivity was guaranteed by alloweeing all students to take part in the activities in an indiscriminate manner

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Bus and plane

Bulgaria : plane and bus

North Macedonia : plane and bus

Spain : plane and bus

Italy : bus

Belgium : plane and bus

Portugal : plane and bus

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

We integrated the activities carried out in relation to the project in the three-year plan of the educational offer

Classroom lessons, web research, meetings with experts, laboratory activities, lessons at the robotics center of the University of Salerno

Maths, Science, Tecnology, IC, Foreign languages

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

The evolution of our students was very positive.

Students were forced to use foreign language to understand and to communicate with their pears from other nations

School : DİYARBAKIRLI EKREM ERGÜN İLKOKULU       BİGA, ÇANAKKALE, TÜRKİYE

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Over the course of our Erasmus project, our students have shown significant evolution in their understanding and skills related to robotics.

1. Hands-On Learning: Through various activities conducted at our school and during visits to partner schools, students have had the opportunity to learn by doing. This practical approach has allowed them to deeply engage with robotics, building and programming robots themselves, which has greatly enhanced their technical abilities.
2. Collaboration and Exchange:By visiting partner schools, our students were able to observe different approaches to robotics, exchange ideas with peers, and apply what they learned in real-time. This not only improved their skills but also broadened their perspective on how robotics can be approached in different educational contexts.
3. Skill Development:The focus on experiential learning has led to noticeable improvements in their problem-solving abilities, creativity, and teamwork. They’ve become more adept at identifying challenges and developing innovative solutions through robotics.

·  Initial Knowledge: At the beginning of the project, students had limited exposure to robotics. Their understanding was primarily theoretical, with little hands-on experience. They might have been familiar with basic concepts like what a robot is, but they lacked practical skills in building, programming, and troubleshooting robots.

·  Engagement Level: Many students viewed robotics as a complex, niche area of study, and their confidence in engaging with it was relatively low. There was curiosity, but it wasn’t yet fully developed into a deep interest or enthusiasm

·  Enhanced Knowledge and Skills: Now, after actively participating in the project, students have a much deeper and more practical understanding of robotics. Their technical skills have expanded significantly, and they can now tackle more complex robotics challenges with confidence.

·  Increased Confidence and Interest: The hands-on experience and exposure to different approaches through partner school visits have transformed their perception of robotics. Students who were once hesitant are now eager to explore further and even consider pursuing robotics and related fields in their future studies or careers.

·  Broader Understanding: Beyond just technical skills, students have gained insights into the broader implications of robotics in real-world applications. They now understand how robotics can be used in various industries and the potential ethical considerations that come with it.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

At this project, our school was responsible to organize a TNM mobility for only teachers. We planned and managed work sessions for the teachers at our school.

We have a project management team at our school. The headmaster of our school, the local coordinator , 2 English teachers and 4 class teachers are in this team. We were responsible for all kind of activities during and out of the TNM mobility which we managed.

We didnt have activities for the students at our mobility. We planned work sessions and meeting for the evaluation of the 1st year and planning of the 2^nd year of the project.

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

Yes, the activities were carefully planned and executed to ensure that they were both accessible and inclusive for all students. By using a combination of differentiated instruction, adaptive tools, and collaborative group work, we were able to create an environment where every student could participate meaningfully. Continuous feedback and adaptation were key to addressing any barriers, ensuring that all students could engage fully and benefit from the learning experience

Accessibility was a top priority throughout the project. We employed adaptive tools and technologies, such as user-friendly robotics kits and visual programming environments, to cater to students with varying abilities. Additionally, resources were made available in multiple languages, and instructions were provided in clear, simple terms to accommodate students with different learning needs. We also offered assistive devices and made necessary modifications to activities, ensuring that students with physical or cognitive challenges could participate fully

Inclusivity was woven into the fabric of the project by fostering a collaborative and supportive learning environment. We structured group activities to encourage peer learning, mixing students of different skill levels so that everyone could contribute and learn from one another. Cultural inclusivity was also emphasized by designing activities that were relevant and engaging for students from diverse backgrounds. By actively seeking feedback and making adjustments, we ensured that all students felt valued and included, regardless of their individual needs or cultural backgrounds.

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Transport for the various mobilities depended on the distance. We tried to find the most convenient transport options. We used various transports related to the distance between the cities.

Bulgaria : Public Bus

North Macedonia : Flight

Spain : Connected Flights

Italy : Flight + train

Belgium : Flight

Portugal : Connected flights

The project was really inclusive in countries variety. There were partners from almost all Europe. We tried to plan the mobilities months before to be able to find the best travel options. To support the ‘’green travel’’ we used public bus and trains during the mobilities.

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

The project was closely aligned with our environmental science curriculum, where students explored the impact of technology on climate change. Robotics activities were designed to address real-world environmental issues, such as developing solutions for waste management or energy efficiency. By using technological devices to monitor and mitigate environmental impacts, students connected theoretical knowledge with practical applications, deepening their understanding of climate science and sustainability.

The project also fit into our interdisciplinary approach, where teachers from various subjects collaborated to create a cohesive learning experience. We worked with colleagues in science, technology, and social studies to integrate robotics activities with broader discussions on climate change and environmental stewardship. This cross-curricular collaboration enabled students to see the interconnectedness of different fields and how technological solutions can address complex global issues

In social studies, the project was linked to lessons on global citizenship and environmental responsibility. Students explored the social and ethical dimensions of climate change and the role of technology in fostering sustainable development. By connecting robotics activities with discussions on global impact and local actions, students developed a more comprehensive understanding of their role in addressing environmental challenges.

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Through the project, students had the opportunity to interact with peers from partner schools in different countries. This exposure highlighted the importance of effective communication across languages and cultures, fostering a deeper appreciation for the role of foreign languages in global collaboration and problem-solving.

During project activities, students engaged in tasks that required the use of foreign languages, such as reading technical manuals, following instructions, and participating in virtual meetings with international partners. This practical application underscored the value of foreign language skills in accessing information and collaborating with others in a globalized context.

Seeing the direct impact of foreign language skills on their project work motivated students to improve their language abilities. The project illustrated how knowing another language can open doors to international opportunities and enrich their learning experiences, leading to increased enthusiasm and commitment to language studies.

School : SKOLA  PROFESSOR IVAN BATAKLIEV PAZARDZHIK  BULGARIA

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Yes, due to the essence of the activities carried out they expanded largely their knowledge about robotics.

Some of our students study Robotics as an afterschool activity. However, a very small part of them and it is related mainly to programming with Scratch.

The students who took part in the project activities and mobilities learned a lot about different aspects and applications of robotics in our everyday lives in the past, present and the future. They explored how robotics is related to the environment and the climate change, about the positive and negative aspects. The activities students carried out at school were really varied and interesting and they learned a lot about:

-the emergence of robotics from ancient times to the present day, the types of robots and their application in life;

- the role of science fiction as a precursor to the development of industry, science and society;

-the natural satellite of our planet and the international space missions conducted on the moon;

- about the emergence of unmanned aerial vehicles and their uses;

- the origin of the vacuum cleaner and its development over the years; types of vacuum cleaners and ways of use;

-the use of drones in modern society and the prospects for their development;

- the structure of the computer, the importance of computers in modern society and the spheres in which they are used - education, science, industry, communications, administration, entertainment, etc;

- the meaning and use of a GPS system and its main characteristics - location, speed and time;

- the creation, functions and significance of the ISS;

- the results achieved in space exploration;

- the progress and future development of the robotization of vehicles and the application of artificial intelligence in them;

- the results achieved in the landing on the planets of the solar system;

- the planets near the Earth and in particular about Mars;

- how important it is to protect life on earth and the environment and what is the role of robots in it;

- the Earth's hydrosphere, the distribution of water on Earth.

Students also improved their skills to summarise and present information, to make power point presentations and CapCut videos and last but not least to work in teams.

During the mobility meetings students learned a lot about programming, different kind of robots. They made different experiments, hands-on tasks, used various electronic tools. They learned a lot about space and made different activities done by real astronauts. They participated in a simulated space mission.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

Our school was responsible for the LTTA in Bulgaria in March 2023.

University for Children

The training they carried out with the students consisted of 4 different workshops – electronics, robotics, chemistry and physics. All of the workshops touched upon the topics of contemporary technology and ecology.

The participants were divided into four different groups. The duration of each workshop was nearly two hours and a half. Each workshop consisted of hands on experience tasks and experiments such as recycling paper, working with

soldering iron, making experiments using electricity, programming and many more.

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

Yes.

The participation in the project activities was offered to all students and it was their decision which one to join. The activities were carried out at a moment when they could all attend the workshops in a way they could learn, distract from the normal subjects and be with their friends.

At least two teachers guided all project activities, for some activities even more. Students received assistance and guidance during the activities.

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Bulgaria : x

North Macedonia : Bus

Spain : Plane, taxi

Italy : Plane, taxi

Belgium : Plane, taxi

Portugal: Plane

The air transport is not a sustainable means of transport but due to the age of our students it was not possible to use other transport. The distances are long and our students are very young that is why we travelled mainly by plane.

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

It depended mainly on the subject teachers who volunteered to take part in the project. We could integrate the activities with the primary class teachers in some of their class lessons. The same goes for the Science and IT teachers and to a great extent for the English teachers because their curriculum includes many lessons related to the topics of robotics, digitalization, new technologies and environment.

Define Robotics

Robots in science fiction

Famous robots in cinema

Trips to the Moon

The first computer

The origin of drones

Vacuum cleaner

Drones (various uses)

Computers

Smartphone

GPS

THE INTERNATIONAL SPACE STATION

Exploration of the Universe

Robotics in transport

Other space missions

Robotic and the enviroment 

Robotic in the fight for the climate

Space missions to  Mars

Hydrosphere and water distribution - how much water is there in the world? How may robots help us preserve and purify water?

Our school carries out the educational process in two shifts – morning and afternoon so the project activities were carried out before or after the regular classes. As the students who took part in the activities were often from different classes ( for example 6a,b,c,d) this was the only possible time for the activities.

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

The English language was in the center of the project along with robotics itself. We try to motivate our students every day to learn English and how important it is to know a foreign language. All the project activities that were carried out by English teachers were carried out in English so all the materials, the work sessions, the presentations and videos were in English. Students acquired a lot of new vocabulary related to robotics and environment and many more related to everyday activities, places, materials, etc.

Another important moment for improving students’ English language knowledge was the mobility meetings where they had to use English in order to communicate with their peers, to understand the materials and express themselves during the activities.

Activities carried out in English:

Define Robotics (only with the 5th grade students)

Robots in science fiction

Famous robots in cinema

Trips to the Moon

The first computer

The origin of drones (and Bulgarian)

Vacuum cleaner

Computers (and Bulgarian)

Smartphone ( and Bulgarian)

Robotics in transport

Other space missions

Robotic and the enviroment 

Before each mobility the students who had to travel had extra English classes in order to practise their English speaking skills. Due to all the mobilities and the various activities at school students improved their English speaking and communicating skills.

School : CEIP JUAN GARCÍA PÉREZ (TENERIFE – SPAIN)

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

We have seen a good evolution in our students, most of them, specially in the higher grades have been working the last two years with this project.

A small part of our students had previous knowledge on this field, as some of students had extracurricular classes but for majority of our students was the first time working with this topic. It was something new for them.

They have acquired new concepts, konwledge about Robotics, machines, technology, and so on.

It was also a really interesting and motivating topic for them.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

Our school organized the first LTTA of the project, which took place in Tenerife. We work with a company named « Robotics Education »

« Robotics Education »

They offered different activities and workshops in relation with building robots, programming, working with laptops at the same time.

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

Yes, of course. All students were included and teachers and coordinators helped them in case it was needed.

We worked in a really big room, comfortable and with all need guaranted.

All activities carried out were developed with no problem. We had a students from Italy in a wheelchair who could complete all the activities as well as others.

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Plane, as we live in an island.

Bulgaria : Plane

North Macedonia : Plane

Spain : Plane

Italy : Plane

Belgium : Plane

Portugal Plane

We live in an island, located in the Atlantic Ocean and in the North-West of Africa so we need always to take a plane.

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

We included different activities of this project in not only one subject but many of them, as Spanish Language, English, PE, Science and so on.

At school we have carried out activites like debates about machines and environment, climate change, Missions to Space, Fires in Tenerife (our island) and help of robots to extinguish them, and many more.

We integrated them in our subjects and curriculum. For example, in Science, we made debates about climate change and how important is for our society. Or in English, we learn new vocabulary about Robotics.

In Phisycal Education our students could use some «machines» like GPS using tablets.

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

They were aware of the importance of foreign langauge, specially English, but now, this feeling is stronger. They have seen that being able to communicate with others, work with them in a different language, it’s so important.

School :  BITOLA   NORTH MACEDONIA

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Students are still exited and satosfoed from this project, all the activities and mobilities. They have learned so much, male friends, developed thwir language skills and knowledge and skills about robotics

Some of the students have no knowledge aboutprograming robots.

Yes we were host of the mobility with students and teachers.

Those who haven’t skills and knowledge about programing, have learned so many new thing and improve their learning througj learning process in school. Others

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Cytero was the company that have had training with students

Activities offered

Prohraming the robot that measure humidity in the room where training was. Programing edu robots and explaining movements and using VR glasses for virtyal reality activities

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Yes every activity was proper for all students and they have learned many new things and gained a lot of new skills

Inclusivity

All the students were included and they were very satisfied from the approach amd fir the interesting way of learning

What type(s) of transport did you use to get to the various mobilities?

Mobilities

During the mobilities we were using car, bus and plane for traveling

Explanations

To the airport we have used car or van/bus and plane to go to the place. Also at arrival place we have used organized transport taxi or bus

Bulgaria :

North Macedonia :

Spain :

Italy :

Belgium :

Portugal

Bus

/

Van,plane,taxi

Car,plane,taxi

Car,plane,taxi

Car,plane,taxi

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

We have made program that was implemented in different subject and we have used tecxniqies and activities durinh the classes so we have mafe stidenys more motivated and intetested for learning

School program

In this school year, we have implemented some of the activities in the different subjects, because last year we have test all of them and we concluded that they are intefesting and innovative for studenys learning

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Some of the students were first time alone without parents so they have learnwd how to behave and how to be aware for themselves. All our students were food at English, because we have foreign language in our school from the first greade, but they have improved their skills and way of communication with other students. Also they made friendahip with some sfudents that is still lasting.

School : ESCOLA B+S BISPO D MANUEL FERREIRA CABRAL - SANTANA

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Being a very interesting topic it was easy to find students interested in developing this area a little further and therefore there was great involvement

We are at a time when there is great familiarity with the world of robotics. Practically all young people live in a time when robots surround us.

We see them, we see what they are capable of accomplishing, but often we don't know their mechanics.

Contacting them, manipulating them, constructing them and/or deconstructing them allows for more consistent knowledge

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

The entire organization of the event that took place at the school had to be organized internally.

Initially, collaboration with the University of Madeira was planned, with activities organized by the University even being scheduled, both at the University and in other spaces, but due to agenda imperatives that arose in the meantime, they were regrettably unable to collaborate. However, they provided some material and activity guides that were then facilitated by our teachers. We also had the collaboration of other entities such as the Municipal Chamber, Parish Council and even cultural and sporting organizations

Our School

Research activities using mathematical puzzles, sports activities, construction and programming of robots.

There was also the opportunity to try different types of crafts such as embroidery, pottery and basketry. And how could it not miss the opportunity to visit different points of interest on the island, significant in historical, cultural and geographical terms

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

We try to find and provide activities in which all participants can participate, including opportunities for participants who may have limitations. Even for those who came to the island and were limited by the time factor due to a shorter stay on the island, we created alternatives to make the most of their stay

This has never been an obstacle to student participation in this project.

Student participation in the project, although subject to a series of conditions, always tried to be as inclusive as possible. Many of the participants had the opportunity to leave the island for the first time thanks to the project.

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Plane

Taxi

Minibus

Train

Bulgaria : 2 teachers + 6 students

North Macedonia : 2 teachers + 6 students

Spain : 2 teachers + 6 students

Italy : 2 teachers + 6 students

Belgium : 2 teachers + 6 students

Portugal

To leave the island, it is mandatory to use a plane. Other means of transport were chosen according to the circumstances

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

We tried to develop activities that were as comprehensive as possible. With robotics being the main theme, there was a greater incidence in ICT. Foreign languages ​​were important for communication, arts and crafts were involved in the design and execution of small souvenirs that were given to participants, physical education in the preparation and monitoring of recreational sports activities, mathematics and science in activities with breaks -puzzles and other mathematical challenges. There was also the possibility of enjoying some gastronomic specialties.

 Globally, no school area was neglected

Activities with robots including construction and programming.

Making mathematical games and puzzles

Walk

Tour the island with guided tours in different tourist spots with significance for the island

Various crafts workshops.

Interactive participation in traditional music and folklore

We always try to adapt activities to the curriculum

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Participation in this project was extremely important for students to have a better awareness of the importance of foreign languages. At first, many showed a certain reluctance because they said they didn't like foreign languages, in this case English, and that they didn't know how to communicate in English. The fact that they found themselves in front of colleagues who were at an equivalent level of knowledge of the language and the need to communicate destroyed some myths and helped them to understand and have another perspective on learning other languages

School : ECOLE  ROBERT  ANDRE  FLENU

How have your students evolved regarding robotics?

Their knowledge before the project

And today ?

Nos élèves ont pleinement évolué sur le thème de la robotique qui était une discipline non abordée dans l’école.

Our students have fully developed the theme of robotics, which was a discipline not covered in school.

Avant le projet, la robotique ne faisait pas partie des thèmes abordés dans les classes. Les élèves, exceptés quelques-uns grâce à leur milieu familial n’avait jamais approché cette thématique.

Before the project, robotics was not part of the themes covered in classes. The students, except for a few thanks to their family background, had never approached this theme.

Une envie grandissante est apparue au fil des activités réalisées en classe et celles effectuées durant les mobilités LTTA.

Les élèves sont aujourd’hui attirés par la thématique de la robotique et marquent leur intérêt par de nombreux questionnements lors des activités.

Demande est également apparue au sein des élèves pour poursuivre des activités ayant pour thème la robotique et ses dérivés.

A growing desire has emerged over the course of the activities carried out in class and those carried out during the LTTA mobility.

Students are now attracted by the theme of robotics and show their interest by asking many questions during the activities.

A demand has also appeared among students to continue activities with the theme of robotics and its derivatives.

You were responsible for an LTTA mobility.

Which organization worked with you during this mobility to carry out activities relating to robotics with the participating students?

The organization responsible for the activities

Activities offered

Nous avions choisi durant la mobilité de prévoir « un camp astronaute » au sein de l’Euro Space Center de Transinne durant lequel diverses activités liées à la robotique sont organisées.

De plus, afin « d’obliger » les élèves à utiliser une seconde langue, des activités ludiques étaient organisées le soir avec des groupes mixtes d’élèves. Ils devaient donc parler entre eux en anglais. Un enseignant par groupe était responsable de vérifier si les discours étaient corrects et pouvait apporter une aide de traduction.

During the mobility, we had chosen to plan an "astronaut camp" at the Euro Space Center in Transinne, during which various activities related to robotics were organized. In addition, in order to "force" students to use a second language, fun activities were organized in the evening with mixed groups of students. They therefore had to speak to each other in English. One teacher per group was responsible for checking whether the speeches were correct and could provide translation assistance.

Euro Space Center de Transine

Les participants ont apprécié grandement ce camp qui leur a permis d’approcher diverses applications faisant appel à la robotique : préparatif d’un décollage de navette, réparation d’un satellite, déplacement d’un robot, lois de gravitation etc…

The participants greatly appreciated this camp which allowed them to approach various applications using robotics: preparation for a shuttle takeoff, repair of a satellite, movement of a robot, laws of gravitation, etc.

Were the activities carried out during the project carried out in an accessible and inclusive manner for the students?

Accessibility

Inclusivity

Ces diverses activités ont permis à tous les élèves présents de prendre conscience des différents aspects de la robotique dans le domaine de l’espace et ce sans distinction de qualité intellectuelle. Les élèves ont pu, entre autre, s’entraider lors des activités réalisées en groupe et le soir lors des traductions suivant les langues, ces aides étant tantôt traduites en une autre langue, tantôt dessinées, tantôt mimées.

These various activities allowed all the students present to become aware of the different aspects of robotics in the field of space, regardless of intellectual quality. The students were able, among other things, to help each other during group activities and in the evening during translations according to the languages, these aids being sometimes translated into another language, sometimes drawn, sometimes mimed.

Les activités proposées par les différents moniteurs étaient en rapport avec l’âge des participants et donc complètement réalisables par tous les élèves.

The activities proposed by the different instructors were appropriate for the age of the participants and therefore completely feasible for all students.

Tous les élèves ont pleinement participé aux activités proposées sans aucune distinction de langue, de différence d’âge, de compréhension. Des aides à l’intérieur des groupes sont apparues naturellement et ont permis la pleine réussite de ce camp astronaute.

All students fully participated in the proposed activities without any distinction of language, age difference, or understanding. Help within the groups appeared naturally and allowed the full success of this astronaut camp.

What type(s) of transport did you use to get to the various mobilities?

Mobilities

Explanations

Pour nos mobilités : l’avion et les bus ou taxis

For our mobilities : plane, bus and taxis

Bulgaria : avion + taxi

North Macedonia : avion + bus

Spain : avion + taxis

Italy : avion + taxis

Belgium : bus

Portugal : avion + taxis

In what framework(s) of your school curriculum did you integrate the activities carried out in relation to the project?

Activities realized

School program

Les activités réalisées dans l’école ont été faites dans le cadre inscrite au cadre scolaire normal.

The activities carried out in the school were done within the framework of the normal school framework.

Des recherches scientifiques.

Des recherches historiques.

Des activités géographiques.

Des lectures diverses en rapport avec le thème abordé.

Des activités de vocabulaire précis en rapport avec les thèmes des activités réalisées.

De l’expression écrite avec l’écriture de rapports, les détails du dossier détective, les invitations aux parents, les cartes de vœux envoyées vaux partenaires.

De la mathématique avec le calcul du kilométrage entre les écoles partenaires, les prix des mobilités notamment.

Scientific research.

Historical research.

Geographical activities.

Various readings related to the topic covered.

Specific vocabulary activities related to the themes of the activities carried out.

Written expression with writing reports, details of the detective file, invitations to parents, greeting cards sent to partners.

Mathematics with calculating the mileage between partner schools, mobility prices in particular.

What has been the evolution of your students in terms of awareness of the importance and knowledge of foreign languages?

Un tel projet est une chance pour les élèves participants car toutes les activités ont un objectif précisé et intéressant. C’est en plus une facilité pour les enseignants car les élèves sont impliqués directement dans le projet et donc intéressés par toutes les applications dérivées du projet.

En plus, les élèves se sont rendu compte de l’importance de la connaissance des langues étrangères pour pouvoir communiquer. De nombreuses demandes d’aide ont été formulées auprès des enseignants présents.

Such a project is a chance for the participating students because all the activities have a specific and interesting objective. It is also a convenience for the teachers because the students are directly involved in the project and therefore interested in all the applications derived from the project. In addition, the students realized the importance of knowing foreign languages ​​to be able to communicate. Many requests for help were made to the teachers present.

Les élèves ont pris conscience de la nécessité de connaissance des langues.

La pérennité des activités liées à la robotique sera un fait acquis dans les activités scolaires de notre établissement. Des achats de matériels appropriés ont d’ailleurs été effectués pour permettre cette pérennité.

Students have become aware of the need for language skills. The sustainability of robotics-related activities will be a given in our school's school activities. Appropriate equipment purchases have also been made to ensure this sustainability.