Europass mobility: topics and programmes of Euneos courses
For Europass mobility document: fill in (23) and (29a)
1. Topics of Euneos courses
Benchmarking course
 Innovation. School development plans. European challenge. Standing
structures of innovation.
 Transition from non-digital to digital. Mobile learning. Digital materials.
Tablets in education.
 Student in the center. Support system & supportive methods. Integration of
special needs students. Home & school connections.
 Teacher in the center. New approaches of in-service training. Learning agents.
 Internationalisation. European dimension. PISA survey. Erasmus+ mobilities.
 Management. Local examples
How to make your school more international
 Developing a school policy plan on internationalisation.
 How to become a good coordinator of internationalisation?
 Formats of international project work.
 How to set up a multilateral, bilateral, Regio Partnership in Erasmus Plus and
how to apply successfully for a Erasmus Plus grant.
 Going global. How to take part in global (virtual) projects.
 How to develop the intercultural competences of the teachers taking part in
international projects.
 How to develop the European and international dimension in the curriculum.
Tap-Swipe-Pinch general
 Apps covering different content and activities to support learning,
communication and self-assessment (collaborative writing, digital
photography, video, audio usability, presentation apps, assessment, evaluation,
gamefication, etc.)
 Best practice approaches and practical examples for using iPads and tablets in
lessons and education in general in different countries,
 Responsible and safe use of tablets and new media
 Creating interactive materials for classroom use and deliver them to students
 Identifying and reviewing practical tablet applications for educators, news and
media applications useful for educators and their students (creating text, video
clips, podcasts, presentations, screencasting, images, pdf files, e-books, mind
and concept maps, maps etc.)
 Designing, planning and writing sample units of work or lesson plans that
deploy the iPad and tablets,
 Integrate strategies and iPad and tablet technologies effectively into a
curriculum,
 Utilise the iPad and tablet as a display device in connection with other
devices.
Tap-Swipe-Pinch into English
 Apps covering different content and activities to support learning,
communication and self-assessment (collaborative writing, digital
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photography, video, audio usability, presentation apps, assessment, evaluation,
gamefication, etc.)
best practice approaches and practical examples for using iPads and tablets in
English lessons and education in general in different countries,
responsible and safe use of tablets and new media
creating interactive materials for classroom use and deliver them to students
identifying and reviewing practical tablet applications for educators, news and
media applications useful for educators and their students (creating text, video
clips, podcasts, presentations, screencasting, images, pdf files, e-books, mind
and concept maps, maps etc.)
designing, planning and writing sample units of work or lesson plans that
deploy the iPad and tablets,
integrate strategies and iPad and tablet technologies effectively into a
curriculum,
utilise the iPad and tablet as a display device in connection with other devices
Tap-Swipe-Pinch into STEM
 Apps covering different content and activities to support learning,
communication and self-assessment (collaborative writing, digital
photography, video, audio usability, presentation apps, assessment, evaluation,
gamefication, etc.)
 Best practice approaches and practical examples for using iPads and tablets in
lessons and education in general in different countries,
 Responsible and safe use of tablets and new media
 Creating interactive materials for classroom use and deliver them to students
 Identifying and reviewing practical tablet applications for educators, news and
media applications useful for educators and their students (creating text, video
clips, podcasts, presentations, screencasting, images, pdf files, e-books, mind
and concept maps, maps etc.)
 Designing, planning and writing sample units of work or lesson plans that
deploy the iPad and tablets,
 Integrate strategies and iPad and tablet technologies effectively into a
curriculum,
 Utilise the iPad and tablet as a display device in connection with other
devices.
Digital Turn: How to make your school more digital
 Digital innovation in schools: Case studies on ten schools for 21st Century
 Smart schools: BYOD and 1:1 computing in schools
 Setting up online collaborative learning environment for school team
 New pedagogies for 21st Century schools
 Towards Deep Learning: Designing innovative learning scenarios
 Project-based learning: creating e-textbooks with tablets
 Participatory design of digital innovation policies on the school level
 Designing and implementing a digital safety policy for your school
 Communicating your school innovation project through digital storytelling
and social media.
Game-Based Learning and Gamification
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Differences between games, game-based learning and gamification
How to gamify activities; gamification in E-learning
School visits
Use of videogames in the class room
Minecraft Edu
Teaching computer science through video games
Process of designing digital learning games
Use of QR codes
Mobile learning outdoor game - GPS art
Migrant's course: Let's use ICT in teaching and learning of Newly-Arrived Migrants
 Comparison of situations in Finland and in the countries of participants on
how to
- share knowledge about the situation,
- raise awareness and enable
a more informed opinion, tackle with social,
psychological and legal
issues,
- promote understanding for diversity and for European values.
 Recognition and validation of competences of newly-arrived migrants.
 Promoting migrant’s employment and acquisition of jobs; a guidance and
training model to be implemented in networking and community-building
activities.
 Reception and individualisation of learning paths for newly-arrived migrants.
 Pedagogical approaches to advance with non-native speakers
- models and
practical ways to support teaching
- guiding migrants in studying and
learning.
 Innovative learning approaches: simulation with work machines, eLearning
with mobile devices, Camera-Pen pedagody, virtual glasses supporting
learning.
 Possibilities for creating and delivering i-material for language learning by
using m-devices (smartphones, tablets, laptops).
 Pedagogical possibilities and models for delivering interactive language
exercises; the use of translator apps ( Babylon, Google translate); creating imaterials for language learning including sound and video. (i-flashcards).
Other courses will be added after confirmation of the course.
2. Programmes for Euneos courses
Benchmarking course
Helsinki 5 days programme:
 Presentation about innovation. How do Finnish schools respond to innovation.
School policy plans, curriculum changes.
 Presentation about school management.
 Presentation: Student in the centre. “How does my school respond to the needs of support for stud
Discussions about monitoring students, supportive methods, special need students, home and scho
cooperation.
 Sharing experiences.
 Presentation in the centre: Teacher in the centre. Organisation of teacher inservice training.
 Visit to Heureka Science Center in Vantaa. Presentation about how Heureka
Science Center serves school education.
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Presentation and discussion: Different school cultures. Meeting principals and
teachers. What can be done more to internationalise our school in the short
and long term.
 Guided tour of Tikkurila Upper Secondary school and Jokiniemi
comprehensive school.
 Each day: observations of primary or secondary education in class rooms in
Jokiniemi Comprehensive School, or alternatively observations of higher
secondary education in Tikkurila upper secondary school and International
Baccalaureate School. Optional: oberservation special needs students.
 Workshops: presentations of participants and their school. Discussions about
the presentations. Round table discussion about school cultures of Erasmus+
programme countries.
Tallinn 2 days programme:
 Visit to Tallinn English College. Presentations and observations of lessons.
 Workshop with Estonian teachers and high school students.
 Tallinn university: Presentation: overview, curricula, PISA results, the new
national strategy of lifelong learning and classroom of the Future - Innovative
learning spaces in teacher education
 Cultural programme
How to make your school more international. Portugal and Benalmadena courses
 Developing a school policy plan on internationalisation. Experience as a
principal of a school. What do we mean with internationalisation. Objectives
internationalisation.
 How to become a good coordinator of internationalisation: competences of a
coordinator.
 Developing formats of international project work: programme of an exchange
week, examples. Introduction eTwinning. 'Best practices' virtual projects,
eTwinning, programmes of exchanges.
 How to set up a multilateral, bilateral, Regio Partnership in Erasmus + and
how to apply successfully for an Erasmus+ grant KA2. Priorities. Application
form. Assessment criteria for assesors
 Global projects. Introduction Eumind.
 How to develop the European and international dimension in the curriculum
 Introduction CFEC and EIO
 Use of video in projects (didactical approach and examples).
 Use of video conference in projects.
 Intercultural communication and competences. Atlas of European Values.
How to develop the intercultural competences of the teachers taking part in
international projects.
 Evaluation of international projects. MICE project; Open Badges
How to make your school more international and global. Special edition in Reunion
 Developing a school policy plan on internationalisation. Experience as a
principal of a school. What do we mean with internationalisation. Objectives
internationalisation.
 How to become a good coordinator of internationalisation: competences of a
coordinator.
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Developing formats of international project work: programme of an exchange
week, examples. Introduction eTwinning. 'Best practices' virtual projects,
eTwinning, programmes of exchanges.
Presentation by teachers from Reunion. Formats project with schools in
Reunion Island (language oriented, cross curricular, sustainable development,
global perspective).
Evaluation of international projects, quality assurance.
How to set up a multilateral, bilateral, Regio Partnership in Erasmus + and
how to apply successfully for an Erasmus+ grant KA2. Priorities. Application
form. Assessment criteria for assesors. How to apply for job shadowing
activities.
Global projects: Reunion as a brigdge between Europe and the Southern part
of the globe. Virtual projects and exchanges between India and Europe.
Use of video in projects (didactical approach and examples).
Use of video conference in projects.
How to develop the European and international dimension in the curriculum
Intercultural communication and competences. Atlas of European Values.
How to develop the intercultural competences of the teachers taking part in
international projects.
Visit to local schools
Tap-Swipe-Pinch general (Portugal and Barcelona)
 Heading towards a new pedagogy. Presentation and discussion.
 Meet Google Drive: presentation and hands on activities.
 Transform you topics into an e-book. Pedagogic value and usage in
educational process. Examples, creation, media use, storage, sharing, formats.
 Bring your life's work together in one digital workspace: overview of
possibilites.
 Inquiry as Playing the "Whole game": engage in the topic as in real life;
presenting a short insight in inquiry.
 Assigning, collecting and reviewing student work in a tablet class room.
 A picture is worth a thousand words: photo inquiry - photo story creation.
Guidelines about learning media production skills. Presentation and hands on.
 Video inquiry a creative approach to learning. Presentation and group work.
 The upside down tablet-oriented class rooms. Flipped class room.
Presentation, examples, hands on.
 QR Codes: demonstration of creation and assessing the class room use.
 Gamify your lessons. Interactive presentation and discussion. Overview of
possibilities for tailor made games.
 Assessing student's work in tablet-classroom.
 How to develop tablet habits in class.
 Application of tablets in the professional context: creating collections fo apps
and web 2.0 tools for professional context.
 TeachMeet: good practice show case by participants.
Tap-Swipe-Pinch into English
 Heading towards a new pedagogy. Presentation and discussion.
 5 ways teachers can use tablets in the class room: discussion.
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Meet Google Drive: presentation and hands on activities.
Bring your life's work together in one digital workspace: overview of
possibilites.
Listening / speaking skills and problem solving learning: challenges in
teaching listening and how can tablets help; speaking skills supported by
tablets.
A picture is worth a thousand words: photo inquiry - photo story creation.
Guidelines about learning media production skills. Presentation and hands on.
Assigning, collecting and reviewing student work in tablet classroom and
example assignement (listening/speaking).
Assessing student's work in tablet-classroom.
Make your documents and images interactive for learning purposes. Hands on
using Thinglink, evaluation the user for the class/subject purpose, do's and
don'ts.
Inquiry as Playing the "Whole game": engage in the topic as in real life;
presenting a short insight in inquiry.
Video inquiry a creative approach to learning. Presentation and group work.
Toward an interactive model of reading. How to foster reading activities and
strategies with tablets.
e-books as writing outcomes
Treasure hunt: game based learning in live. Creation of a treasure hunt with
QR codes.
The upside down tablet-oriented class rooms. Flipped class room.
Presentation, examples, hands on.
Make any video with audio-notes and questions in interactive experience
Blogging: presentation and examples.
Augment the scene with additional information: examples and creation; the
use in education.
TeachMeet: good practice show case by participants.
Tap-Swipe-Pinch into STEM
 Presentation of schools. Their best practice and future plans with tablets in the
STEM classroom.
 Setting up a Personal Learning Environment: Google Drive, Evernote,
EdShelf, Eliademy.
 Collaborative learning on environmental dilemmas.
 Digital storytelling: composing a photo story on physical phenomena.
 Towards new STEM pedagogy for tablet classroom: presentation.
 Designing innovative learning scenarios with LePlanner.
 Explaining scientific concepts with Venn diagrams and concept maps using
tablets.
 Mobile learning outdoors: designing and testing a mobile adventure game.
 Flipped classroom workshop
 Interactive tasks on STEM with Kahoot or Blippar.
 Introduction to 3D-printing by pupil of Adolf Gymnasium.
 Finding and creating chemistry learning resources for tablets.
 Facilitating learning with tablets in a science museum
 Designing inquiry-based learning in science museum
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Project-based learning: creating e-textbooks with tablets
Creating instructional videos about physics experiments
Data collection for inquiry project in the museum
Infographics: visualizing your data with tablets.
Working on the video report on the inquiry project.
Science show presented by the staff of Energiakeskus
Infographics: visualizing your data with tablets.
Digital Turn: How to make your school more digital
 Digital innovation in schools: Case studies on ten schools for 21st Century
 Presentations of the best practice and future plans for digital innovation in
participating schools
 Smart schools: BYOD and 1:1 computing in schools. Discussion
 Setting up a collaborative learning environment: Google Drive, Trello,
Facebook, Scoop.it
 Setting up a Personal Learning Environment: E-portfolio & EdShelf
 New pedagogies for 21st Century schools. Group concept mapping.
 Workshop: Designing innovative learning scenarios with LePlanner
 Workshop: Project-based learning: creating e-textbooks with tablets
 Participatory design of digital innovation policies on the school level
 Designing a digital safety policy for your school
 Workshop: Communicating your project through digital storytelling:
composing a photo story on a school development project
 Workshop: Using Web2.0 for dissemination of your project
 Methods and tools for measuring digital maturity of the school
 Workshop: infographics: analysing and visualizing your data with tablets
 Feedback on the course and evaluation. Presentation of certificates, presenting
follow-up activities.
 Follow-up and networking on new KA1/2 project proposals.
Game-Based Learning and Gamification
 Introduction to methods and tools
 Differences between games, game-based learning and gamification
 How to gamify activities; gamification in E-learning
 Role play activities
 School visits
 Use of videogames in the class room
 Minecraft Edu
 Serious games design. Process of designing digital learning games
 Design of learning game concept
 Teaching computer science through video games: introduction and hands on
session
 Process of designing digital learning games
 Use of QR codes
 Mobile learning outdoor game - GPS art
Migrant's course: Let's use ICT in teaching and learning of Newly-Arrived Migrants
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Presentation: How does Helsinki metropolitan area respond to the challenge of
educating and training newly-arrived migrants in mainstream and vocational
education?
Plenary session: Consequences of rapid and massive migration. Challenges of
education. Comparison of educational situations in Finland and other
European countries.
Presentation: Recognition and validation of competences of newly- arrived
migrants. How to see if it is more a question of lacking language skills, or of
lacking basic education as a whole?
Plenary discussion.
Case studies. Group work. Sessions. How do we help migrants find work by
creating a guidance and training model, which will be implemented in
networking and community-building activities? Group 1. No foreign language
competences, no basic education. Group 2. Basic or no language competences,
educated migrants.
Plenary session. Group reports. Discussion, conclusions.
Individual hands-on activity (learning diary), blogging and Social media
updates
Presentation: How to project individualized learning paths for adult migrants
with low language competences and/or low basic skills.
Session. Introduction and discussion of topics introduced in the previous
presentation.
Hands-on work (individual or pair work) on the topic. General discussion.
Introductory speech: Case studies on pedagogical approaches with non-native
speakers with low language skills and/or low education.
Case study 1: individual. Case study 2: collective.
All course participants take part in both sessions in turns.
Individual hands-on activity (learning diary), blogging and Social media
updates
Whole day visit to Aviapolis premises of Varia Vocational College.
Introduction to the day. Guided tour in the premises.
Workshops on different new learning approaches for the training of adult
migrants with no language skills and/or with basic education. Group work (4
groups). Each group goes through the topics of all 4 workshops. 1) simulation
learning with technology, 2) eLearning with mobile devices, 3) Camera- Pen
pedagogy 4) virtual classes supporting learning
Observations. Teaching, studying and learning processes of adult migrants,
learning spaces. Discussions with teachers and students.
Individual hands-on work (learning diary), blogging and Social media updates
Introduction: An overview of possibilities for creating and delivering ematerial for language learning by using m-devices.
needs and possibilities
Presentation: an interactive example of a language lesson - pedagogical
possibilities and models for delivering interactive language exercises, features
of on-line environments for storing, organising and delivering material for
migrants’ active language learning, the use of translator apps
Group discussion.
Presentation: an overview of some of the tools/apps for creating e-materials
for language learning including sound and video.
Try-outs – an example of interaction (group activity)
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Hands-on activity: creating materials with the tools/apps introduced in groups;
evaluation of their use
Presentation: how to create short video material for language learning (screen
casting), how to make a video interactive.
Individual hands-on work (learning diary), blogging and Social media updates
Individual hands-on activities:
How to create a short video clip with screencast tool Demonstration of
classroom creation Individual hands-on activities:
How to organize a classroom
How to plan an assignment and assessment
How to publish the video clip and plan a short assessment on it
Afternoon:
Panel discussion: How to use mobile devices when teaching language to adult
migrants with low language skills.
Sessions. Discussion about learning diaries. Evaluation of the course.
Post-course activities. Networking, infrastructure.
Other courses will be added after confirmation of the course.