The ByLinedu Association is a Valencian organization that works to help reduce the digital divide  with STE(A)M activities and projects for digital literacy and educational innovation. We explain some of their projects.

Learning and having fun using technology is the main motto of ByLinedu, which has been working for eight years on educational NGO projects that use technology as a tool for social transformation.

One of such projects is the CodeDojo Valencia, an international initiative that promotes the learning of programming for children and young people between 7 and 17 years old. With the motto «Be cool!«, this network is made up of more than 1,000 CodeDojos in 65 countries. It is an open and free initiative, where they seek to promote the training of minors (whom they call ninjas) with the participation of adults, whether they are parents or volunteer mentors.

In this dojo, the ninjas learn how to program, develop websites, mobile applications or video games using applications adapted to different ages: Scratch, AppInventor, Arduino, HTML, Javascript, etc, as well as different electronic elements. They also have a CoderDojo Girls group for the participation of STE(A)M girls. The children work through observation, quizzes, various worksheets and interest groups with different sessions where challenges arise. The participants are advised by the different mentors, who collaborate by transmitting their knowledge and experience.

Another of its projects is the European Erasmus+ Make In Class project, which aims to help STE(A)M teachers and educators to promote activities in the classroom based on maker culture to prevent school dropouts.

Related to this project, there is also an Erasmus+ STEAM-H, a programme improving STE(A)M learning in primary schools to support teachers and educators to improve student learning.

And since technology has to be fun, they have created the game Oca STEM, a game of the goose board in which men and women experts in different fields of STE(A)M knowledge are represented. The game aims to be inclusive so that people with functional disabilities can participate fully, integrating audio-video phrases, textured dice and / or Braille, as well as texts and multimedia elements.

In 2018 they finished the Parcheesi board for the Escornarbot robot,and this year it has received the 1st Spiral Award Trends in Perspective.

By Colectic

10 and 11 March 2021 were the two days of inspiration and important insights into the topic of school transformation in Germany. At the German “Dialogforum Schultransform”, experts discussed the ways in which schools are tackling the subject of digital transformation and the steps they are taking to implement contemporary learning. More than 80 online participants added to the contributions and discussions by asking questions.

The thought-provoking panels were moderated by Dr. Anja Hagen (Bündnis für Bildung) and Thomas Schmidt (Helliwood media & education at fjs e.V.), who delved into topics such as visions and goals for the future, awareness, leadership or personnel development, and professionalisation. Moreover, the panel discussion touched upon school equipment as well as teaching and learning outside the classroom, and experts highlighted a number of noteworthy aspects regarding the process of school transformation.

The task of qualifying teachers goes hand in hand with networking in order to initiate a transformation process. As Ines Bieler from the University of Halle underlined, «Teacher qualification should be thought of as a network that spans multiple phases«.

A significant goal of school transformation is to prepare students for the challenges they will face in both their private and professional lives after leaving school. Thus, Prof. Dr. Uta Hauck-Thum (Ludwig-Maximilians-Universität) emphasises that “School transformation means providing children and young people with real-life experiences that prepare them for current challenges.»

Some schools have already embarked on the path to transformation and recommend working holistically, involving colleagues, carrying out further training and demanding the necessary equipment from school authorities. More specifically, the process of moving towards contemporary learning, which is also relevant in STE(A)M-learning activities, can be successful through:

• Self-directed learning
• Interdisciplinary work
• Networking and cooperating with colleagues

Maria Kruse (Primary school teacher) appeals to the expectations teachers have of themselves and their motivation to provide good teaching by «enabling explorative learning for everyone, everywhere«.

The event was part of the German project “Schultransform”, which is funded by the German Federal Ministry of Education and Research and conducted by Helliwood media & education at fjs e.V. and Bündnis für Bildung. The aim is to create an open and scalable platform through which schools and school authorities can evaluate their status in the digital transformation process and thus enter an exchange for further planning.

The implementation of the European STEAMonEdu project, for which Helliwood media & education at fjs e.V. is responsible in Germany, follows these approaches precisely. STE(A)M educators across Europe are currently networking on the STEAMonEdu platform and exchanging information on learning and teaching activities. The STE(A)M competence framework for educators in STE(A)M education, developed as part of the aforementioned project, offers a starting point for a contemporary qualification of educators.

By Helliwood

According to the European Union’s Digital Economy and Society Index DESI, Romania ranks 27^th out of 28 EU member states in terms of human capital, and its position has stagnated compared to the previous year. Basic digital skills and basic software (content handling) skills are ranked 27^th among EU Member States. Less than one-third of people aged 16 to 74 have basic digital skills (58% EU-wide), while only 35% have basic software skills (compared to an average of 61% in the EU).

This situation is also reflected in the score Women in Digital, in which Romania ranks 27^th in terms of women’s digital skills.

In this context, our project partner EOS Romania Foundation continues the programme to support women for careers in technology and complements the offer of courses dedicated to women. Digital Women project is developed in partnership with INCO Academy – Work in Tech program.

The Digital Women project aims to support 755 women to take the first steps towards a career in technology. The project targets unemployed women or those working in jobs at risk (imminent layoffs due to factory automation, Coronavirus pandemic, increased need for high-level digital skills).

The training programme will be hosted on the Coursera platform, and the 755 beneficiaries will follow the IT Support Specialist course developed by Google. Because the IT Support Specialist Certificate course is conducted online only, EOS will develop a support programme related to it – with sufficient flexibility to allow it to be conducted face-to-face, through hybrid learning or exclusively online.

More information about the project can be found on the  Digital Women project website.

By EOS Romania

3D printing refers to the process of additively building a three-dimensional physical object from a digital model data (Computer Aided Design or scanned object) file by depositing and forming successive layers of material under computer control.

“The disruptive nature of 3D printing” from the Digital Transformation Monitor from the European Commission (2017) reports that by 2021 the 3D printing market could be worth €9.6 billion. 3D printing presents new business opportunities as well as new entrepreneurial models based on transforming digital data into physical objects in remote locations, independent of centralized production and industrial areas by using “printing hubs”. 3D printing as a tool can also motivate, enable and empower with a greater impact on the wellbeing, fostering creativity innovation, DIY “maker mentality” that can be employed in both entrepreneurial and industrial settings.

It is an increasingly popular technology, and its application in education, especially in the STE(A)M education, is growing as well.

With 3D printers, industrial companies can produce customized objects with affordable prices, satisfying customers’ request in having a personalised product. At the same time, 3D printing technology, or Additive Manufacturing (AM), is a disruptive technology and approach to production thanks to the revolutionary design to fulfill social, geopolitical, demographic, and economic environment. Within this context, innovators, inventors and visionaries can produce their proposed designs, adding the artistic value to the STEM approach of 3D printing.

In education, 3D printing also means DIY approach, where students can explore their innovative instinct, experiment, and create with a STE(A)M approach.

3D printers can work with recycled plastic and with gel, especially for medical implants, and using this technology can introduce innovative approaches within education, especially with young targets. A good example would be the case from Pakistani Educational Institutes where the introduction of 3D printing technology has impacted both educators and students.

STEAMonEdu partner ALL DIGITAL participates in the 3D-Print project which is developing a training course for educators to promote employability and entrepreneurship within this innovative field.

In the 3D-Print project, partners have investigated the delivery of 3D-printing courses, outlining the adopted training approaches and the impact of the described learning courses and face-to-face workshops, to provide an overview of the pedagogic approaches that have been used for the teaching of 3D printing for teachers.

This desk research points out that most available 3D printing courses are offered in the form of MOOCs and (fee-based) short introductory courses and workshops by most vocational and higher education institutions (except for some classes on manufacturing technologies). It might be because 3D printing is not (yet) an established field of science and technology (such as robotics or mechatronics).

In terms of the pedagogical approach, online courses tend to rely on visual representations and videos primarily, whereas face-to-face courses adopt a more practical approach. And in the classroom, 3D printing fits neatly with STE(A)M education approaches.

Read a more comprehensive and detailed analysis and examples in the Desk research on pedagogic approaches for teaching 3D printing report to gain a full insight.

3D-PRINT partners are developing an entry-level, easily accessible course for adults to deliver training in 3D printing.

For the latest updates from the 3D-Print project, please check its website.

by ALL DIGITAL

Image by Zmorph

El CEB (Consorci d’Educació de Barcelona) és un instrument de cogestió i descentralització, en un marc de col·laboració institucional, que representa la voluntat de la Generalitat de Catalunya i l’Ajuntament de Barcelona de treballar plegats per a la millora dels serveis als centres educatius i a la ciutadania a través d’una única xarxa educativa. Parlem amb Susana Navarro Jiménez, referent de programes d’innovació educativa, en els àmbits STEAM i sostenibilitat del CEB i Rosanna Fernandez, directora de l’àrea d’innovació, programes i formació sobre les línies estratègiques i i les iniciatives STEAM que s’impulsen a la ciutat de Barcelona.

Quins projectes feu a STEAMCat dins el camp de les tecnologies per a l’aprenentatge i el coneixement?

El programa d’innovació pedagògia STEAMcat és un programa educatiu, promogut pel departament d’Eduació, que té una durada de tres anys. Aquest programa es desplega per tot el territorio català i, des des Consorci d’Educació de Barcelona hi participen 8 centres, que acaben aquest curs després d’haver participat els 3 anys.

A banda, a la ciutat de Barcelona hi ha altres programes i propostes educatives emmarcades en l’àmbit STEAM. Aquests són de diferent durada i intensitat, adreçades a diferents etapes educatives i impulsades per diferents entitats. L’oferta ha augmentat considerablement durant els últims 3 anys, així com la demanda dels centres educatius.

L’enfocament STEAM ha de ser transversal o una especialització específica?

Des del CEB, considerem  que l’ideal és que es treballi de forma transversal i global, aprofitant situacions contextualitzades i reals per treballar les Ciències, la Tecnologia, l’Enginyeria, les Arts i les Matemàtiques.

L’aprenentatge competencial persegueix que la alumant sigui capaç d’aplicar els seus coneixement per resoldre problemes i reptes en contextos diferents de la seva vida. Les situacions mai estan tancades a un únic àmbit del coneixement, sinó que les solucions a les mateixes són el resultat de l’emulsió de diferents àmbits del coneixement. Ajudar al nostre alumnat a utilitzar el seu coneixement de forma holística, sota el benentès que aquest és global i multifactorial, és un dels objectius de l’aprenentatge competencial.

En aquesta línia, un dels principals avantatges de treballar les STEAM de forma transversal és que l’alumnat pot experimentar com es treballa a la vida real per donar resposta als reptes que ens planteja la ciència i la tecnologia: tots els projectes d’aquesta naturalesa es desenvolupen a partir del treball d’un equip mutidisciplinar que es complementa. La base de la seva tasca és la cooperació i la compartició de coneixements amb l’ànim d’assolir el mateix objectiu.

Quins són els èxits de la comunitat STEAM a Barcelona? Podeu comentar alguns indicadors i reptes?

Fa uns anys les matèries es treballaven de forma separada i no es plantejava treballar de forma col·laborativa entre les diferents disciplines. Moltes institucions, entitats, administracions i universitats van començar a oferir noves formes d’aprenentatge a través de les STEAM, però aquestes arribaven de forma desendreçada i sense massa coherència. Des del CEB vam veure la necessitat d’endreçar i canalitzar l’oferta, d’analitzar les necessitats, d’aprofitar recursos i de compartir llenguatge i significats amb les diferents institucions i administracions implicades. Per això, es van organitzar unes trobades mensuals amb els diferents agents, per construir un mapa d’oferta de la ciutat i crear un pla STEAM d’acció global.

La demanda dels centres educatius ha augmentat exponencialment i és per això que el nostre objectiu és oferir propostes basades en les necessitats reals, com per exemple, treballar les vocacions científiques en etapes més primerenques, que es quan es defineixen les vocacions.

Es fan accions formatives adreçades al professorat que vol treballar les STEAM?

Sí. Des del Departament d’Educació hi ha una línia de formació STEAM que es va iniciar fa més de 10 anys. A destacar la formació CTM (Ciències, Tecnologia i Matemàtiques) que va nèixer amb la mirada de treballar les STEAM de manera transversal i per projectes. Els i les docents del Consorci d’Educació de Barcelona, com a part del Departament d’Educació, també tenien l’opció de cursar aquesta formació de 3 anys. Es podria dir que la formació CTM va ser el tret de sortida per al disseny i la implementació de moltes altres formacions d’aquest àmbit del coneixement.

Al CEB hi ha dues línies d’oferta de formació STEAM destacades: una que té a veure amb el fet que la majoria dels programes educatius de la convocatòria unificada de programes del Consorci ofereixen formació als docents responsables d’implementar-los a les aules. Un dels àmbits de la convocatòria unificada de programes és l’àmbit STEAM, que a dia d’avui compta amb una oferta de 10 programes educatius per centres de primària i secundària. Paral·lelament, des dels centres de recursos de la ciutat de Barcelona s’oferten formacions de centre englobades en l’àmbit STEAM i dissenyades a mida segons les necessitats i el PEC del centre educatiu.

Com funcionen els Centres de recursos pedagògics i com es treballen competències STEAM com la robòtica, la fabricació digital, les xarxes socials o la sobirania tecnològica?

El principal objectiu dels centres de recursos pedagògics és acompanyar als centres educatius en el seu procés de millora cap a la transformació educativa dels centres. Des de fa anys es realitzen seminaris de cultura digital en els que s’ha treballat sobre tot la robòtica, el treball col·laboratiu  i l’ús de dispositius mòbils. També des dels CRPs s’han dinamitzat programes com el Congrés de Ciència, adreçat a la primària i en el que es posa el focus en la metodologia científica i en l’alumnat com a protagonista. La clau d’aquest programa és l’acompanyament al professorat per part dels tècnics dels CRPs, així com el vincle amb la comunitat científica.

En que consisteix el programa pedagògic dels Ateneus de Fabricació adreçats a l’alumnat i al professorat?

L’objectiu del Programa Educatiu dels Ateneus de Fabricació és aproximar la fabricació digital a l’alumnat i professorat a través de la utilització d’aquesta per resoldre necessitats reals del seu entorn tot posant el focus en el procés d’aprenentatge, disseny i fabricació més que en el producte final.

Es desenvolupen projectes que posen en pràctica la creativitat, la recerca, l’experimentació i l’aprenentatge significatiu tant de l’alumnat com del professorat. S’aposta perquè siguin interdisciplinaris, que ofereixin a l’alumnat l’oportunitat d’anar de la idea a l’objecte tot aplicant continguts curriculars de les diferents àrees i competències personals i d’aprenentatge que promoguin l’èxit escolar, la innovació educativa, la competència tecnològica i l’orientació professional.

Com us imagineu que es treballaran les STEAM als centres educatius en el futur?

Ens imaginem que els centres treballen de forma holística i real tots els aprenentatges, per tant ja no es parlaria d’STEAM probablement. La tendència és el treball per competències, i no per matèries.

Colectic