 Hi everyone, welcome to today's Eden webinar, delighted to see you coming in. So we have a great webinar today about assessment of STEM transversal skills from conceptual framework to real world problems. So really looking forward to this today. So if you'd like to just say hello in the chat, maybe where you're from and what the weather is like, that would be great. I can report that the weather in Dublin was cold and gray, but thankfully not raining. So I'm Orne Farrell. I'm going to just before I hand over it to my colleague, Lily, I just like to give you a little introduction to Eden nap. Maybe haven't heard of what the nap is. I'm going to just tell you because we thought that comes up a fair bit. So the Eden nap is the network of academics and professionals. We run webinars like this every month, usually on the first Wednesday of the month. And our aim is knowledge sharing, networking, collaboration. And most people are interested in the areas of online distance, open education, quite a diverse group of educators from many sectors and many levels. And a lot of people involved in learning technology as well. So this here's the Eden website. If you'd like to learn more about the organization, you can find it there. And here is the current Eden nap steering committee. So welcome today from from the whole steering committee. And now I'll hand over to my colleague, Lily, to introduce the speakers. Hi, everyone. Great to see you today. And we have very exciting lineup of speakers today. And our first speaker. I'll just go ahead and introduce him is Dr. Even Costello. Even Costello is associate professor at Dublin City University. And he's also the lead PI and coordinator on the eight year STEM project. He, he's an expert in digital learning, post digital social science fiction. And when he's not busy with research, he likes hiking, running and science fiction. So I'll hand it over to you, even. Thank you for that lovely introduction, Lily. I just see can I grapple with technology now and share my screen. Wait one second. Let's get going here. So as Orna mentioned, we're going to talk a bit about STEM from transversal skills to frameworks. I've got a glitching slightly glitching screen there that will correct itself in a second, hopefully. But I don't know why it does that. But let's see. Okay. So the overall team is we're going to talk about conceptual frameworks for teaching transversal skills. And those frameworks to real world problems. And within that, I'm going to give you an overview about some of those, unpack some of those elements about what real world problems will might be. What STEM is and transversal skills. And some of my impressions and what's a very huge project involving a huge number of people, a great community. And the title of my talk is who is STEM and what could they teach us. So it's a little bit clunky. And my name is Amy Costello. As Lily says, I work in DCU in Dublin City University. It's an honor to be able to talk to the Eden Research Network. The Eden Network today have been involved in Eden for a long number of years. And it's a wonderful community. So I work in DCU. That's my family and the DCU sign. And Happier Times in 2018, Mother's Day. I work in this building here, the B-Orn building. It's got a brown, ugly exterior. But inside it's very warm and lovely because I work with a great team of people. And it's named after this lady here and she's a painter. She's a famous Irish painter and it's one of the earliest buildings in the university that was named after a woman. There was very few buildings named after women in the university. And I see her paintings as I go up the stairs to my office that they're hanging on the wall of the building. So it's quite interesting because as somebody once said, we shape our dwellings and afterwards they shape us. So this idea of form of function is interesting. And the building, this woman is a painter. And there's a link as well between standard painting because there's a big initiative in Dublin City University, the Women on Walls initiative. And we commissioned a sequence with Accenture, a series of artists to do portraits of famous people in STEM. This is Marie Maynard daily being painted here. She was the first African American woman to earn a PhD in chemistry. And there's a sequence of these women here that have been painted by these painters. And the paintings are hanging on buildings in our university. And it's a very interesting and moving initiative because the creativity and the intelligence and the passion of the scientists, these scientists, these female scientists is matched for me by the ability of the painters, which is absolutely wonderful. And it was kind of interesting which type of knowledge we value, however. It was very fitting for a woman to have a building named after being a painter. But now it's in the past, but now we're recognizing women for STEM. And this is one of the women that we've named a building after her. She's Kathleen Lonsdale. She's a famous scientist. She worked on crystallography and it made some key investigations in X-ray technology and our School of Biotechnology and Chemical Sciences in Dublin City University is named after her. She has made some critical advances in this field, but she also was a committed pacifist. And during World War II, she spent a month in jail after refusing to register for civil defense. And she later campaigned for more ethical treatment of women in prison. And she wrote a book about that, which is very interesting. And it's kind of interesting because we had this idea of STEM and real-world skills and scientists. But there are also these people with private lives and who are making impacts in other dimensions. STEM is not apolitical. And this slide here, you can type in the chat if you have any ideas on this one. London has more statues of animals and named women and audit minds. So that was an interesting statue of a lion there. And there's actually a problem with this title here. Can I see the chat? I'm not sure I can. But maybe you could see if you can understand what this title is and why there might be an error in the title. And maybe something about this image as well that might be interesting to you. And I'll have a look at the chat later as I get through my slides. So this project on STEM skills has been conducted by a big consortium across Europe from Cyprus in the south way up to Finland in the top. And we're going to hear a story from some of these countries during this webinar session. And one of the things we were doing was developing a conceptual framework. It's a research project that engaged with teachers and learners in schools across several European countries in helping them to develop transversal skills and to help teachers with formative digital assessment of STEM learners work as they develop real-world authentic STEM skills. And we have these four components, STEM competencies, digital assessment tools, learning design principles, and formative assessment tasks, which is probably the key one, the orange one at the bottom, this idea of giving teachers tools to better plan lessons and share learning intentions and clarify those and assess those using technology, and particularly with this idea of STEM skills and integrated STEM skills. So you're using more than one discipline. So we have a lot going on in this framework. We had over 20 components. Each one of these four leaves that stems out from the integrated STEM learning outcomes develops further. So STEM learning design principles develops into these one, two, three, four, five, six sub ones. And one of these is real-world contexts and how do we assess authentic STEM skills? So that's one of the big things from the literature we found. We published a number of interesting reports on this research reports on all these topics. And this framework had to be evolvable because we were going through a pandemic. So we were adapting and teachers showed huge creativity and adaptability. And this is an example of some of the cards, the learning design cards toolkit that we developed. Those are both digital, a wonderful course by our colleagues in TAMPRA in Helsinki, in TAMPRA rather in Finland. And these are some cards from our colleagues in Ireland, some of our Irish partners that they use in schools. And here's an example of one. Three scaffold teachers to develop integrated STEM learning designs, lesson plans for their classes, and use digital tools to assess those lessons and plan them. And they have cards to walk them through and they use the UN sustainability goals, for example. And here's a nice one from Slovenia. They're using a project in their local environment, a stream and the beavers in the stream and they're defining a real world problem related to a sustainable development goal and they're going through steps with students to find the solutions to this problem. Here's an example from Ireland using these cards to plan a class, taking this a step further from identifying the problem and planning out what tools they're going to use, how they're going to send and display information, share success criteria, learning outcome with students, see if those understandings have been met about what the learning outcomes are and then giving feedback based on that and self-imperial assessment and basically giving tools to teachers to help them plan and be organized and give clarity to students, which is quite important. And this is a lovely image from Cyprus. Some of our students there in one of our pilot schools and they were designing their school yard. And it was really nice because you talk about real-world problems and having a tentative assessment and real-world impact. They wrote a letter to their governing board of their schools to get permission to change the yard and they did lots of designs for them. This was one of the common features of a lot of our projects was outdoor education and learning. A teaser for some wonderful work that went on in Sweden as well and a much colder climate, a more northerly part of Europe. There's some students engaged in some great work. And in Ireland, one of our teachers in one school did some wonderful work with students on an integrated STEM topic using different aspects of STEM, bringing them together and they looked at trees. They designed a sensory garden using native plants in there and they developed drawings for this and plans and they used Bluclet and Mentimeter and Kahooosh as the digital tools to assess their students on this. And these book creators as well actually. And we assessed all of this with a big comprehensive research methodology which my colleague Kalees Kerwin led out on the research in this and we published a report on this in addition to these research reports that have been published all over the partner countries. And in the Irish context to give you a flavour of some of the things we found in this research, the workshops by teacher mentors were crucial to understanding the framework and its application. So we did a lot of work with teaching mentors about STEM skills and they went on and taught teachers and they went on taught students. So it's a big complex permit. Networking events with teachers from partner countries were invaluable for connecting learners with each other and realising solutions that had wider impact and showing teachers that they're part of Europe and there's such a big picture and the work that's going on is so wonderful and it was really heartening and important in a pandemic I think for us to be able to work with teachers and for teachers to be able to see what they were doing in the different countries and have a real pride in what they were doing in their work as well which was very evident. It was a diverse picture of technology levels across classrooms of course any project with digital technology is very fraught because there's no single standard, there's no single tool, there's access issues there's all these things. So we were trying to select tools that are multifunctional for that reason that was one of the findings then that consider both teachers and students perspectives and they can reduce training so you've got to have a tool that's adapted to the environment and that's useful. And at the policy level there's a need for structured support scaffolding a digital assessment practices across Ireland as an example and awareness and consideration of these challenges is key. So I highlighted some of these problems about digital complexity, device access etc. Platformization is a big one we're very reliant on some key tools now in schools across Europe. Collaboration for cooperation, I'll talk a bit about that I won't talk too much more about this because I have a few more slides but I think Alberto might touch on some of this in his talk he did some wonderful work with students on collaboration and it's an interesting thing when you're evaluating individual skills and you're trying to trade that off against group outcomes. And one of the big pluses across all of the countries where we did this research I think for me one of the takeaways for me was the increase in teacher feedback literacy and its interplay with student feedback literacy and this idea of just really in-depth work on feedback literacy and what that looks like sharing learning intentions and outcomes with students clarifying those, assessing those, reflecting on that using tools to do that and this was huge and making students using peer assessment with students and what that looks like and the complexity of that and the difficulties of that. And at the start of my talk I said who is STEM and what can they teach us so it could be a male, it could be a lion, it could be an animal a non-human animal, it could be a woman, it could be a teacher STEM is teaching is a very gendered profession but what could they teach us? Well the students can teach us and this is a lovely quote from one of the students and they're teaching one of their teachers about trees I'll let you read that for a minute if you like and basically they were just telling me about a tree in their native environment that the teacher did not know about but one of the kids knew a lot about trees and the good news is that a lot of research is coming out following the pandemic and you know what? Parents really like teachers because they know teaching is really, really hard because they've been doing this at home they trust teachers and they think it's intellectually demanding work and the point of education is not the students learn this is a good question quote but that it's that they learn something they learn it for a reason and they learn from someone and this quote is interesting in this sense because it foregrounds teaching as a real and authentic activity so we talk a lot instead about STEM industries and real world problems and all this kind of stuff teaching and learning are inherently good they're actually and vitally important real world activities it's not some real world of industry out there it's very real so that is the end of my presentation and thank you very much Thanks Ayman, that was really interesting and I also love the quote at the end actually but let's move on to our second keynote speaker Dr. Eva Hartel Dr. Eva Hartel is currently head of research in Huntingham municipality and researcher at KTH Royal Institute of Technology in Sweden Eva is also involved in a number of national and international practitioner based research and development projects and she works closely with teachers and schools when not busy with research Eva enjoys cross park riding, cross country skiing and baking so let's hear from Eva Thank you Lily I'll just share my screen so thank you Lily, thank you for the introduction I really don't like to introduce myself so you helped me there and first of all thank you for inviting me to this Eden Network event I can admit that I never heard about Eden Network event but I can assure you that I will be back because it seems like a fascinating network with really interesting webinars and other things that I enjoy and I will present some of the work that we have done in Huntingham together with teachers and I am the presenter now but we are a team that has done this together and I will give you a brief overview and then we can talk about the things in other we will find other opportunities to go more into depth so the context of the study well it's in Huntingham municipality it's in about 20 minutes by car from Stockholm city and we are a sort of municipality we have 90,000 inhabitants and we have small islands and we have high rise buildings so it's a diverse municipality and we have together in this project we have worked with certain teachers in seven schools we have 17 schools but we have worked with seven and our municipality are very fortunate because we have a multilingual school environment we have students from all across the world so there are many cultures and many languages spoken in our schools and we have seized opportunity here to embrace as much as we can all the different experiences that is in our schools and we have one thing a lot of things we have done but one thing that has came out of this project this ATSSTEM project that we have been fortunate to be involved in is that we have learned a lot more about how to work with the ethical considerations that you do when you work with together with schools especially when you conduct research and that's seeking informed consent and seeking informed consent is something that you do as a researcher that comes with a job so to speak but doing so in a multilingual school environment is something that we have from this project learned more about because we have involved our special educational teachers in teaching and learning in second language Swedish as a second language and she made us more aware of the importance of actually communicating the informed emphasizing the informed in informed consent because if you don't have Swedish as your first language then it might be a bit more problematic to actually get in for us to inform informed consent so we used the template for informed consent and we translated it to different languages in our municipality we have at least 45 different languages that are spoken in our schools by the pupils and also by their guardians and we support them in terms of language and we teach them their mother tongue but also we support them in different schools as well in their own mother tongue to enhance their Swedish language but also to enhance their mother tongue so in this project we started to actually translate informed consent form into different languages it might sound like an easy PC silly thing to do now but for us it was a big step now we have talked to a lot we have presented this as a special topic at a conference as well and it seems that we have scratched upon something here that we need to learn more about and people sometimes they tend to feel a little bit how do you say stressed about our stress on the informed consent in the multilingual school environment so we have decided to research here and I won't talk much more about this now but because I also wanted to give you some examples of what we have actually done with the kids and the schools also so I will give you two case studies open spaces and it's in the bin as you have already gotten a teaser from AIMA and they are all connected to the AIMA 2030 framework and we have done other case studies and other topics as well but we have chosen two for this presentation so the first case study that we conducted with some of the schools is called open spaces the challenge was for the student to redesign an open public space close to the school of a park just behind the school and as you can see it's not like a traditional park and it wasn't used as much for the kids either even though it was very close to the school so the kids were asked so what would you like to have here instead how can we redesign this public space so it's more available for you as a young kid or for other people in your community and to support this project we also had two master students who did their master thesis in this particular case study and the kids they were 11 and 12 years old and first they we had like a theoretical part where they learned mathematics and how to measure and how to calculate areas or circumstances and such and also they learned about transportation different kinds of material from a sustainable development perspective and then they did like a second learning the cycle we've had more a practical part where they built models and also here you can see they tested their own sketches of what they wanted to do and then they went out in the park or the forest here and try to see does this sketch does the theoretical sketch match the environment and then they discovered they had to redesign it and apply other things so that they could fit the environment so to speak during this learning activities they made digital portfolios including sketches and technical drawings and stuff so they had to learn how to do that as well and we used the digital tool called RM Compare, they also used Google classrooms and YouTube, Bingel, Widget and a couple more and this is the case study the research design we used the STEM framework research design as well and the arrow describes the process for the students for the project and the students worked in groups of three or four and then so they had their idea and then they first pitched their ideas in this portfolio and then they conducted peer assessment, peer feedback through ACJ, it's called adaptive comparative judgment, I'm not sure how familiar you are with adaptive comparative judgment and we could talk about more on that later and then the feedback comments were fed back and they defined less the project and then we had ACJ sessions in the end as well. ACJ was not part of the STEM framework but we added this on but we also made online observations we made interviews with students and teachers and the mentors and the interviews were primarily conducted by my partner, Dr. Helena Lenholm and just to give you the adaptivity, we have been through and we are still are in a pandemic and the schools in Sweden remained open and the activities were ongoing but outside we were not allowed to visit the schools so we made online observations instead of on-site which I am accustomed to and at first I was a bit hesitant, how can we make online observation we will miss a lot of things and now afterwards I am thankful for being forced to do online observation because I learned a lot and I stretched the methodology on how to conduct online observation because being able to actually sit on top of the table in the middle of a group discussion with young kids you hear a lot, at first they were waving to me but then they just ignored me and continued their dialogues and it was fascinating, absolutely fascinating to sit there and observe and listen to their conversations and we also had data collection through adaptive comparative judgment, it is a methodology where the students did pairwise comparison in the iterative process and they provided peer feedback to each other and also they received feedback because they were exposed to their peer's work as well and we also conducted observations while they were doing these pairwise comparisons and it was also fascinating, I can tell you I can talk about this for a long long time anyway this is just to make sure that in feedback you can provide feedback but it all stems back to what the recipient get, if they used the feedback or not and from the data we had we could see that some of the feedback comments were really good quality so in a theoretical point of view but then we could also see that some of the comments were just ignored by the students because we could compare the student work prior to the feedback thing and also we could compare how they had used the feedback in their ongoing projects so it was really really fascinating and we were inspired by the work of Strimmer and I followed you at Purdue University so that was a very speedy overview of case study one, case study two, it's in the bin this is really really fascinating and we have this is a true story and a true world problem or really concern about the students are 10 and 11 years old and they were like really really upset it was so messy at their nearby recycling station and they went to told their teachers and like hey you know if you ever met a 10 year old who is concerned about something then you know how much energy and enthusiasm they can be and the students had identified this concern by themselves and the teachers seized the opportunity here and embedded this in this ATSM project and they were thought hard about what do the students know already about recycling and what do they need to know to get started to get and prepare for a better future so the first learning cycle was also more a theoretical point of view where it also worked a lot with the languages because the Swedish language and the concepts regarding recycling and Agenda 2030 and here they supported the Swedish language and also their knowledge development concerning this and they played memory cards and they did recycling on paper you can see how they moved around these different kinds of containers they sorted the different sorting activities in terms of material in terms of all sorts of things they also talked a lot about why it is important to recycle and this is a hard word to pronounce degenerate how long does it take for something to disappear or does it disappear but how long does it take for something to disappear if you just throw it in the nature and the students were very enthusiastic and very eager so it was fascinating and then the practical part if someone asked me one of the things that surprised me is that the students they observed a recycling station every day for a week and I thought how interesting is it to observe a recycling station while it is a lot students were so eager and they did all sorts of inquiry and this project also echoed to the surrounding community and the teachers were interviewed by the Stockholm Radio channel and the nearby the nearby housing real estate agency or real estate company they were talking about starting some sort of partnership with the school and the families so it is fascinating when you see the opportunity to capture the students' interest and do something about it so Team Sweden's result and discussion the COVID pandemic has been a challenge in many ways and the schools remain open so we were a bit hesitant if we could continue this project but the teachers said this 8th STEM project has been a relief because when we had our meetings and our workshops it was a relief because then they could just keep the bad things out they could just concentrate on teaching and learning and the wonderful STEM subjects and so we had a great enthusiasm we know that for sure what we don't know as much is how what they actually learned the students because did it all or not it's really hard to bridge teaching and learning and also we had the benefits of the large amount of data like the quality of feedback and some of the feedback comments sounded really good but it wasn't used and we would like to know more why and also the student voice this was also a surprise because in terms of one of the things that the students were supposed to develop during this project was to be able to work in groups and collaborate and such and so we asked the students what group work and the teacher said well we do a lot of group work and when we made a classroom observation we could see there was a lot of group work but obviously the students wanted more and also we emphasised the importance of making sure that the applied digital tools I mean there's a big focus on digitalisation here in Sweden I guess all across the world but are the tools applied fit for purpose we need to have a critical point of view here and it should benefit the student learning but not add too much on the teacher's work or it could cost benefits and we need to adapt to context we always when we work with schools we need to adapt to their local context and especially in a European project as large as this one but also to the individual school, individual class there's a lot of things happening in schools and the informed consent that I just mentioned briefly in the beginning we have like a spin-off from this ATSM project is that at least one of the schools has started to translate some of their school documents to different languages that are spoken in their school we have also witnesses of teachers who was a bit reluctant but had to teach some subjects in Sweden there's a lack of STEM teachers so some teachers are not trained to teach STEM but they had to teach it anyway and we have at least one teacher in this project who thanks to the project a special thanks to the mentor she now says that she would like she would like to continue to teach STEM so that's a really good thing I think and our next step is to spread the news about this in our municipality to other schools and also we have an upcoming reform or revised national curriculum so we are currently working in our municipality to introduce the new national curriculums and then we will embed these activities so that we could help teachers gain insights and also embed digital tools more and the sustainable development course so this was a very speedy review of what we have done in Team Sweden and now I look forward to continue this with you so please contact me or Hiljana or anyone else well thank you thanks Eva that was quick but that was really really very helpful and actually all in conferencing summary of the events speed run but a really good run I would say but yeah it's great to see hands on projects with the students okay now for our final speaker of this evening is Alberto Sassido Alberto has a master's degree in Hispanic studies from Brown University and he is a university of Santiago graduate in English he currently works as a Spanish teacher in Rosalia de Castro High School in Santiago de Compostela Spain he has led teams of teachers in various Erasmus Plus projects and when he is not busy leading teams he also likes playing guitar singing and he has an interest in documentary making and has a project underway so he might tell you about it after the session but yeah come on really I'm going to share my screen and oops I always forget that I need the sound so I'll go back into that yes so I'm all set okay well thank you for inviting me and well I'm going to try to be speedy as well telling you about our projects our project is set in my town Santiago de Compostela which is right there in the northwest corner of the peninsula in Dalicia and in the town of Santiago as you can see there by the many paths from all over Europe it's one of the sacred places in Christianity which is right there in the old city as you can see in a building from 1602 which was a university college before and that has been many many things through the years but in the 1940s it became a high school and well right now Santiago de Compostela is not a big city under 100,000 people it's a couple of Dalicia this region on the northwest of the peninsula and well my school Villa Rosalia de Castro has 1,100 students and 135 teachers so it's a pretty large school considering our schools in Dalicia well what we did in Dalicia particularly is that 18 schools participated in the ATS STEM and we did it with a group of 15 students and then this wasn't the middle of last year's COVID problem and well somehow it helped having less students in the classroom than what we normally have which is more around 30 students we were 5 teachers participating in our project in ATS STEM a math biology history me in Spanish and a support teacher who helped those who had trouble just following and had some learning problems or disabilities well we organized our stuff around those topics in the UN 2030 framework and so after dealing with some of the topics that they would be interested in they ended up losing COVID since we were of course surrounded by that at all times including in the classroom with the mask and everything so we did learning cycles when it was focused on investigating COVID-19 then in the second one we decided to talk to the protagonists of this pandemic both people who investigated were in charge of the impact that COVID had in our daily lives and well we interviewed them for a digital newspaper that was the final product that I would be showing you all along and we used of course many of the digital tools that the principal one of the main ones were G Suite for Education and the other and this helped of course with the collaboration among students and also among the five teachers that participated in this project you can see there in the picture in the first learning cycle it was an experiment with COVID what they did in the STEM subjects they were organized in five groups of three students and they did which of these groups did one investigation project the one that you see there is researching mask protection and they had to research first and then figure out the way to fill and to investigate how good these masks were how much protection they had and some of the topics were in those investigation projects and five were masks CO2 and pandemic habits and math and they did some polls among all the students in the school and they ended up with some very interesting data about this and also historical plagues the research and history final products were five videos presenting the results of the research in biology, five presentations a regular presentations, Google presentations sorry for this on different historical epidemics and five camera posters with the results before about COVID 19 and here are some of the products here in the to analyze these experiments we will need paper, cardboard, paper, paper and a piece of paper, leather, leather paper, paper, paper, paper, paper, paper, paper and a piece of paper, leather, paper, paper, paper and a piece of paper, leather, paper, paper, paper that is what happened in December this one of those products one of the presentation about the one of the discoveries at the beginning of C in the 19th century and this one is one of those graphics that I talk about in the Ottawa about pandemic habits that they did for the math. In the second learning cycle, which was longer than the first one, we used some of the staff that, and of course all the knowledge that they had investigating COVID in the first place and getting to be people who knew a little bit more than of course the guys next door about COVID. And from that it was like a springboard to talk to the protagonists of this pandemic, both in research and also on the impact that it has in society and hospitals and schools, et cetera. Here we organized for groups of three or four students. One was for students and we worked on two basic research projects. So first one was investigating COVID and the other one was the impact that COVID had on in society in general. Then they worked on two sections of this newspaper that you can see over here. This is the, let's say the front page of this newspaper and the sections are up here. The other two groups of 11, 12 year old students also collaborated in other sections in society, culture and Galicia and the environment. But these two sections focused on this group of 15 students on COVID had abandoned the final product. So first one was the digital newspaper with those interviews that were 15 interviews, eight and seven in eight to one section, seven in the other section. And one YouTube channel because we also recorded, video recorded every interview and they learned how to do the recording. Of course, first was investigating, then creating a questionnaire, then doing the interview and finally transcribing and editing the video. Reports which were done by the information and the testimony that they had, what these people told them, they had different headlines, let's say and they did these reports on both investigating COVID and the impact it had in society. 15 opinion pieces that two were published one in each section and 15 video interviews, two video reports and one video blog. One of the students that took his opinion piece and did a video blog on it. You can see them here in the picture interviewing online and that was in the COVID as well. From Madrid, the head of the health department for the whole of Spain, if he was at the time a very well known figure who was on TV all the time, this was a special thing to have him in the classroom and answering their own questions. This developed every, this particular piece that our activity developed to basically every skill that we had to develop a collaboration as you can see there, problem-solving, communication of course, self-regulation and discipline, knowledge in this case and biology but also in the impact it had in society. They looked at the skills and they were, let's say, learning and thinking about what they were doing and a critical thinking in the middle of this and I will show you later a piece where on the student who was doing the interview had to improvise a question and actually worked out pretty well and finally creativity through the whole process. One of the, I think key things about the results of this project working this way was assessment. They did a lot of assessment along the way. They did a lot of peer evaluation and co-evaluation and they assessed it, thought it worked and everything, every task that they had to do was evaluated or assessed this way. Self-assessment through personal self-evaluation diary, they had to keep a diary in a Google document but they also did some public ones in the classroom but also at home they did some self-assessment video like the one that I'm going to show to you right now and also a Google form rubric on skill self-assessment in each step of the way and then of course typical evaluation from the teachers that we did the evaluation with rubrics, the same rubrics that we used and assessing the process through techniques, notes and constant feedback on graphs all along the way. Here you can see one of the students self-assessing how about those skills and she did it talking about communication with communication but also about self-assessing and we didn't elaborate a lot and I think about communication I see, oh, okay. Well, in the end the project had a lot of visibility in the media, it did a lot of project dissemination and of course first through the digital newspaper and the project was also shared with other two classes then through the YouTube channel which these two sections have 18 videos but I'll show you the YouTube channel as well and but also through a program one is PaperHouse program to develop working with the press in the classroom and they were in a contest called Journalism in School and they won that contest with their two reports and they also did a piece on the regional TV and television of the Galicia and on the Minions paper, Love of the Galicia there was a piece of news and also the report was published and they interviewed me as the teacher talking about the project finally in the local newspaper Correo Gallego also a piece of news I'm going to just show you and just a little bit of our first of the Institute of Rosalía de Castro de Santiago It is a educational project that forms part of the European Erasmus program that aims to foster learning through direct participation of students they investigated about the pandemic they interviewed experts between the Sernando Simón and they worked on two reports about the pandemic Welcome to Sernando Simón, doctor and epidemiologist you wrote us about the day in which you wanted to define them indefinitely and what reasons did they take you to do it? One thing that was very important is that the autonomous communities that had the capacity to make decisions began to make decisions that were... We have to talk about the COVID pandemic Sorry about this Well, this will be the end a third time in the same piece from the TV Well, I'm leaving here links you can contact both me you can... there's a link there for the school but also the newspaper and digital newspaper the YouTube channel and the report that was published in paper on the newspaper I can show you a little bit about this newspaper that you can see online this will be it basically you can see here the front page with post about the videos and the different pieces that were done by the three groups of kids here are the two sections and for example, this is the report on this as you can see, we used the graphs that we did in the first learning cycle and the pictures but we also have a video report about of course the impact or about investigation we interviewed many scientists and people who are researching COVID and finally, as I told you before let's see if I can get back to my presentation this is the website for this program from Label de Galicia that's the contest that we won with the whole report the two reports, both English and in Spanish Commission is our own language and Spanish is the second official language here in the North West of Spain in Galicia so you can check out the rest of the stuff everything is linked well, thank you very much for listening and of course I'm open to answering any questions thank you thanks Alberto, you've got some lovely do you want to stop sharing screen for a sec you've got some lovely comments on the chat there okay, thank you you've got some very, if you want to take a look some very positive comments the level of journalism by the students is phenomenal what age, what age students? well, we were in the 11th of November and we started in the 11th of December and it's amazing though how much they learned about reading, they complicated concepts like this this last weekend I had two of those students address an auditorium full of teachers explaining exactly this what they did and they probably did it better than I did because of course they were very passionate about the topic and about the whole process and then interaction among them it was like the newspaper room let's say their daily work was quite interesting because they were very excited about the whole process and also researching which is taking them from the textbooks to something that was of course much more active and another thing that they liked a lot was the constant feedback they had from each other and from the teachers so the communication skills just went, I know, out of the blue and digital skills, I mean I was just thinking about feedback video and then I spent a bit of editing I had the student that overlaid some images I was like, that's a fine bit of editing yes, well they do that much better than we do I mean they just go online and get a YouTube tutorial and then I actually don't, they pitch themselves most of the time I just like make things possible for them, let's say but they do most of it themselves Fantastic, has anyone got questions for any of the speakers if you want to pop it in the chat? Thank you, Alberto, it was really interesting I'm impressed at all the press as well I have a question for Ava just to get things started as well A burning question, are the bins tidy now? You never finished the story? I hope so, at least tidy air I don't know, I'll get back to you on that Report back Yeah But the kids are very like little police They're tidying them every day on their way to school, are they? Yeah Yeah Fantastic OK, Eamon, I've won for you now What next for the project? It seems like a huge amount of work has been achieved by all the different partners What's the next phase? You must be coming towards the end We're going to touch wood If the pandemic lets us, we will go to Santiago in January We hope we'll get to meet Alberto and some of the other teachers there So the other wonderful project is really going on in U.S. there in STEM, justice in STEM and injustice And the World War II is a great history one on it, the other thing I teach did one on the war and the STEM, how STEM impacted the chemicals and the materials you need to create weapons and all this kind of stuff, it was fascinating So World War II But we hope to go there and we have another One of the things we have coming up now and some colleagues of ours from Slovenia are on the call I think Petrus is on the webinar We're meeting with some policy makers, shortly And we're trying to see can we influence policy and find some of the lessons from this project and put it into practice and share the good stories and the bad and the ugly, I guess And that's what's been very nice today to be having this conversation and sharing with Eden Network because, as Eva said, there's all these different There's so many different networks around Europe So it's amazing to try and link up with others Now we've done a lot of work on the project So it's up to us to kind of engage with others and disseminate it more We'll have a final conference in Dublin then and we'll do a big evaluation of the project So those are kind of things on our next steps I don't know if there's anything I missed there, Lily or anyone else who wants to No, that's about it, Lily I was going to share the Save the Date and the time for the policy webinar and maybe keep an eye on the Twitter for the link and registration That's going to be a fabulous end of Project Conference in Dublin, I believe I have it in my calendar already Yeah, it should be great But I suppose it's the other thing we're working on now as well that's kind of fell off the radar I was meant to be delivered a bit earlier is like this is just that these frameworks are very complex things You're trying to make sense of a load of different things give it to teachers and students and see what they think about it So we're looking at, we've done research evaluations on it that we can tweak and evolve the framework now and see how could we be used what could we do more of Those teachers in Ireland now who are they've been trained up by the mentors and those teachers have now become mentors that took part in the pilot because they've got such good skills and there's no way to see that kind of building out capacity in this thing and that the impact is a lot of these projects you're sort of thinking what is the impact have we got like lots of citations or lots of people using the tools or whatever it is but it's real impact when you're increasing capabilities in people you see teachers getting increased in capabilities so that's been very heartening I think Students, I think this I've enjoyed the student stories today I'm really, I'm seeing the work That's excellent Okay, any questions from the chat? You mainly have admiration in the chat I have to say today Not too many questions And Eamon, I think something you mentioned to me before was that you were seeking to network with interested individuals in the area of STEM as well wasn't that something that or have I got that wrong? Yeah, definitely Definitely, if there's I'm not sure these kind of the next thing we have is like a lot of dissemination at some of its big events open events like this one this platform which is amazing and then as others are more kind of selective or invited for looking at people but certainly with those particular people that we'd love to get in touch and keep these conversations going with them about the at the conference and other parts of it And is there a particular project email or anything that they should Lily, if you want to throw something in the chat there go ahead Petra's just commented there and you can email me as well about any aspect myself or Lily about any aspect of the project follows on Twitter our website we have a newsletter as well Fantastic Led by our amazing Slovenian partners and I guess I have a question maybe for Alberto there was something Alberto you talked a bit about with those interesting to me about you said that the students I think one of the things was interesting about the project or that's interesting is of feedback literacy of getting of really examining feedback and thinking about reflecting on feedback and assessment and your students a lot of some of the stuff we found in Ireland was a lot about competition how students love competition and peer support they love to learn in groups and they found that much more difficult in the pandemic when they're at home they didn't have that peer motivation and some of it is competitive but I think you talked a bit about the cooperation and turning competition into cooperation what does that look like to you well that's not a path without some big stones in the middle I mean they're used to like competing that's a regular let's say normal sort of learning that competing for great and everything and getting a test to be the best and if you're not the best of course you're not gonna get in the next two or the next well and we had some problems in the beginning I mean we were not used to it and they had some groups like two groups had some trouble among the elements in the group well not caring or not being nice to each other wanting to do it just on my own but then once we got around that rocky beginning I'd say in the end it was so much easier and we were like working at the same time I just imagine one of those boats and people rolling in different directions at the beginning and then all of a sudden for some reasons like hey stop doing that and then the class and everybody was going in the same direction and because they were convinced that well that was a common goal and it was for the best of the group and what's best for the group is the best for me also so some sort of like selfish way but it works out because in the end they were helping each other and this worked very well with students who did poorly before because they have their peers helping them and there are people helping them so that worked pretty well doing that sort of group work and they were helping each other so that was actually very, very nice and both those students yes did much better than expected let's say a person who couldn't use a computer ended up editing a video like a pro so that and this was a person who had like a learning disability so that was very nice it's totally it's a very, it's an often the project even the project itself was a lot of it is focused on skills and we often think about skills and competencies of the individual and the individual child or the individual person and often our measurements are all focused very much on individuals as well even our research instruments as to how we measure learning they're concentrated on individuals and it's hard to do group work and all that and change mindsets about tests and individualized assessment but also the impact that a project that can have is hard to measure and capture I think when students are getting captured in the media in some of your work and some of the work of Avis teachers as well where people are picking this up that has a real effect of change on the environment it's not just the students skills that are developing they're affecting real change in their communities or in the world which is huge it's beyond assessment, it's post-assessment yes, yes, yes of course not everything has to be assessment but assessment was again very important the process was very productive let's say the whole process so seeing each other's pieces and reflecting on them also helped them very much most of the time people are doing their own paper or whatever they're working on and that's all they see but if they have to put this all together it's like going in the same direction each piece like a puzzle helps the other piece and cannot be done the whole let's say picture without all the pieces and every piece is important so that was very important also to get them to feel that their piece was as important as every other person's piece so that made that distance between those who do well and those who do not like it shortened it, it flattened it completely oh and we are very excited about you coming to Santiago so we can talk more about all of this please God, please God if there is a God, it would make it happen yeah, yeah we'll see what happens we almost have like 90% of the population vaccinated so well things can go really not well but well maybe we won't we'll see moving on from the pandemic I think I'll bring the session to a close and let me thank all the speakers Alberto, Ava, Aiman and my co-moderator Lily and the support from the secretariat Linda and Robert thank you everyone and those who attended delighted to see you today and the recordings etc will be available on the Eden website shortly so thank you and have a good evening thank you everyone happy Romania day