E-CR.A.F.T.: Entrepreneurship, Creativity and Arts for Future Teaching

"<< Background >>The project focused on creativity, in its multiform artistic, visual and cultural expressions, as an experimental terrain for the meeting and contamination of languages, values and experiences of European students, which the project aimed to recuperate, valorise and promote by realising a multicultural cross-fertilisation in the EU educational systems, making artistic productions the core of a new educational strategy and focusing on digital transformation and entrepreneurship as levers for the empowerment and valorisation of young people's potential, capable of generating value, enriching the cultural and creative economies of the partner countries.The project responded- To the priority of acquiring digital learning skills and methods in school systems (Opening up education: innovative teaching and learning techniques for all through new technologies and open educational resources, EC, 2013).- To the use of digital marketing strategies and solutions to enhance and communicate craftsmanship of excellence, that required dissemination to broader sections of the population using the most modern media available (International Charter for Artistic Craftsmanship).<< Objectives >>-to integrate and innovate the didactic offer of the schools of humanistic and artistic craftsmanship extraction of the partner countries from the following points of view: methodological, with the introduction of game-based learning solutions as an advanced assessment tool to develop the students' creative and entrepreneurial potential; content-didactic, by placing art-inspired pathways and workshops at the centre of the learning programme - to develop an entrepreneurial mind-set and digital maturity for the benefit of students in the 4th and 5th year of upper secondary schools in IT, ES, PT and EL to valorise the creativity and craftsmanship of young people by supporting their willingness to put themselves to the test by using digital communication 4.0 technologies to make the products they make more attractive - to promote digital integration in learning by adopting interactive and gamified training solutions in line with the evolution of multimedia languages - to align a pool of partnership teachers through two transnational mobilities to conduct Art-Inspired Creativity Labs for entrepreneurship and digital communication 4.0 and to acquire the lightlearted-didactic logic of GAME-BASED LEARNING<< Implementation >>Here follow the activities implemented in the project with indication of the relative PR:1) CO-DEVELOPMENT OF A STUDY COURSE - PR1ACTIVITIES1 - FIELD ANALYSIS REVIEW2 - PREPARATION OF ANALYSIS REPORTS3 - STUDY COURSE DESIGN4 - DEFINITION OF THE TYPE OF TEACHING MATERIALS TO ACCOMPANY THE TRAINING PROGRAMMEDESCRIPTIONThe field analysis conducted through focus groups with teachers/students allowed a better specification of the nature and extent of the needs that emerged in the pre-design phase, guaranteeing the transition from the identification of demand to the identification of needs with the highlighting of the specificities of each country involved.The questionnaires used for the surveys were designed in line with the European EntreComp and DigComp frameworks. On the basis of the results collected in national reports, which then alimented a final report, the partners co-designed the study course to develop entrepreneurial and digital communication skills. On- and off-line materials were actually realised in PR 2 and 3.2) MOBILITY 11 - Organising mobility in Avellino2 - Conducting mobility in AvellinoDESCRIPTIONThe 5-day mobility organised by CONFORM in blended mode allowed the teachers involved to acquire the gamebased-didactic logic of GAME-BASED LEARNING in order to adopt gamified solutions as tools to assess the entrepreneurial and creative propensities of students fundamental in the cultural and creative economy. This activity was instrumental in the realisation of PR2.3) OER DEVELOPMENT - PR2ACTIVITIES1 - DRAFTING OF THE FEASIBILITY STUDY2 - PREPARATION OF THE STORYBOARD FOR CONTENT DEVELOPMENT 3 - DEVELOPMENT OF OERs4 - ELABORATION OF OERs CONTENTS5 - REALISATION OF THE MICROLEARNING PILLS6 - RELEASE OF OERs THAT WILL ALIMENT THE GAME7 - GAME DESIGN8 - GAME CONTENT DEVELOPMENTDESCRIPTION OF ACTIVITIESIn coherence with PR1 and on the basis of the storyboard defined, the partners defined the content of the OERs, sharing the elaboration of content of the microlearning pills for students to acquire digital communication and entrepreneurial skills. The pills were produced in English and in all languages of the partnership. The partners then proceeded to design and develop the Creativity Game to train the students' target skills and assess the achievement of learning outcomes that meet the training objectives of the microlearning pills in a game-based learning context. The products were placed on the e-learning platform www.erudire.it provided by CONFORM where a special section dedicated to the project was created together with the group system to monitor participants and one on open badges according to the digital credentials standard.4) DEVELOPMENT OF THE CLAIM METHODOLOGICAL MANUAL - PR3ACTIVITIES1 - MACRO-DESIGN OF THE CLAIM MANUAL2 - MICRO-DESIGN OF THE CLAIM MANUALDESCRIPTION OF ACTIVITIESThe activities indicated were functional to co-design the CLAIM methodological manual to enable teachers to conduct, in the evolved role of learning facilitators, art-inspired teaching workshops aimed at developing students' creativity, inventiveness and entrepreneurship, drawing on the arts to apply the knowledge they have learnt and translate it into creative ideas in terms of entrepreneurship and communication.MOBILITY 21 - Organising mobility in Porto2 - Conducting mobility in PortoDESCRIPTION OF ACTIVITIESThe mobility organised and conducted by EAPA allowed the generation of the methodological alignment of a pool of partnership teachers to conduct Creativity Labs in the role of learning facilitators. During the mobility an in vitro testing of the Manual was carried out for its final release.5) PILOTING - PR11 - Organisation of piloting sessions2 - Conducting the piloting sessions3 - Fine-tuning of PR1, 2 and 3DESCRIPTION OF ACTIVITIESThe activities indicated were functional for the piloting by pupils of the partner schools, with the support of teaching staff, of the Study Course developed by the project, the OERs, the further study materials, the CLAIM manual and the Game. During the testing actions, meetings were organised with entrepreneurs and representatives of the digital communication world who make creativity their critical success factor.The piloting allowed qualitative and quantitative feedback for the subsequent release of all project PRs.<< Results >>● an international multi-actor network of schools, training centres, employers' associations and digital communication companies with the undersigning of MoUs, the format of which is on the project site to extend cooperation to other stakeholders● a new educational course, centred on entrepreneurship and digital communication skills - PR1, implemented through 12 Focus Groups in the territorial contexts of reference of the partnership, with the involvement of- 18 teachers and trainers (4 Italy, 2 Greece, 4 Portugal, 8 Spain) - 97 students from classes II, III and IV of high schools (20 Italy, 5 Greece, 6 Portugal, 68 Spain) to better detail the nature and extent of the needs that emerged from the Field Analysis conducted in the pre-project phase. Extending the Focus to VET contexts, which was not initially foreseen, made it possible to widen the field of investigation and to strengthen the connection between education and training.The European DigComp and EntreComp frameworks were used to prepare the questionnaires, which were also the guiding reference for the subsequent design phase of the study course, which was developed in a blended mode with a mix of teaching/learning solutions including classroom teaching, e-learning, workshop sessions and an international competition as an additional output. As part of the testing actions, meetings were also organised with entrepreneurs, artists and representatives of the digital communication world who make creativity their critical success factor.The entire programme was tested by 128 students compared to the planned 90 assisted by 24 teachers compared to the planned 16 in the role of facilitators.● 12 OERs - PR2, implemented in the form of MICROLEARNING PILLS which, while maintaining the characteristics of interactivity envisaged in the design phase, used multimedia and multidimensional systems (words, images, videos, texts) that adopt a multiplicity of stimuli (cognitive, emotional, auditory, visual), to acquire knowledge aimed at specific learning objectives, which can be aggregated with other learning objects in a modular manner and reused in different learning situations.The OERs will be provided free of charge for at least 2 years after project end on the ""Erudire"" e-learning platform (www.erudire.it) provided by CONFORM, subject to registration, with the issue of open badges according to the logic of digital credentials.● a CREATIVITY GAME as an assessment tool for the target skills that uses game-based dynamics and mechanics for a selective and circumstantial assessment of learning outcomes● a METHODOLOGICAL HANDBOOK OF ART-INSPIRED CREATIVITY LABS - C.L.A.I.M. to enable teachers to conduct art-inspired teaching workshops to develop creativity, inventiveness, entrepreneurship and digital communication 4.0 in students, drawing inspiration from the arts.● 2 TRANSNATIONAL MOBILTIES that took place respectively at:1) CONFORM (IT) to acquire the ludic-didactic logic of GAME-BASED LEARNING to adopt gamified solutions as tools to assess students' entrepreneurial and creative propensities. The mobility also delved into the new technologies of AR and VR applied to teaching, offering teachers an opportunity for professional enrichment of proactive value in the current scenario of digital transition of educational processesThe focus on emerging technologies in cultural communication and training has oriented the team to the development of 2 Metaverse settings, with high technological and methodological added value, to offer beneficiaries and stakeholders an immersive experience of direct experiential contact with the arts and culture generated in E-CRAFT school and creative contexts2) Escola Artistica and Profissional Arvore (PT) to hold Creativity Labs in the role of learning facilitators ● the identification of opportunities provided by regional, national and EU calls for proposals to implement and transfer the results to new contexts, which saw the partnership define and agree on a new Erasmus+ project that would give continuity and innovativeness to the E-CRAFT project strategy."