- EMINENT 2014: Workshop reports

- Bridging the Digital Skills Gap workshop e-Skills for Jobs Campaign 2014 Grand Coalition for Digital Jobs

- What happened The e-Skills for Jobs Campaign and the Grand Coalition for Digital jobs were presented The five key priorities identified within the Grand Coalition to bridging the digital skills gap were discussed:  Training and matching for digital jobs  Innovative learning and teaching  Mobility  Certification  Awareness raising

- Conclusions, issues and challenges Develop a common language to describe and communicate ICT roles; Provide better alignment of educational and training programmes with business requirements; Engaging parents in the awareness raising of ICT training and job opportunities; Equipping teachers with digital competences so that they can be in a better position to equip students with the necessary ICT skills; Adopting a holistic approach to ICT teaching and learning, rather than creating a hype around coding.

- Key competences at school: Virtual Guide to entrepreneurial learning Sofia Aslanidou, European Schoolnet

- What happened Audience: ministries of education, teachers and industry We talked about –The concept of entrepreneurship –Entrepreneurial learning –The link to key competences and policy The entrepreneurial school project was introduced Some hands-on exercises looking up tools and methods and good practice on entrepreneurial teaching and learning took place We also talked about the importance of assessment and reference was made to the assessment tools available on the virtual guide.

- Scientix workshop POLICY RECOMMENDATIONS IN STEM PROJECTS - EXPERIENCES AND RESULTS Chairs: Dr Àgueda Gras-Velázquez and Dr Gina Mihai

- Open discussion on 1. Experiences and good practices acquired via involvement in STEM projects and the impact they had on themselves, school, etc.; // projects over  what is left after X months / years? (own experience) 2. Reflect on how the results from the STEM projects presented can help teachers and policy makers; // results shown  what can be used? 3. Formulate recommendations for the presented projects and other STEM projects. // recommendations  useful? Format, length, type, actual impact, process… 8 STEM project results and recommendations…

Open discussion : 1.Projects years after they ended…. 2.What can be useful from SAILS, nanOpinion, Engineer, Global excursion and Primas? 3.How should recommendations to policy makers be presented? Networking  collaboration with people / organizations met last beyond lifetime of projects. Projects created by teachers (e.g. eTwinning) are reused for longer. Resources (teaching materials, lesson plans, etc.) presented will be useful for teachers. Experiences from partners in carrying out these projects for new organizations. Publications need to be better catered for their intended target audience. Recommendations should be less vague. Recommendations should be evidence-based (show robust evaluation) 1 2 3

More information on STEM at EUN European Schoolnet Science Programme Manager Àgueda Gras-Velázquez From the participants: “[Science education is] like a giant ocean with many tiny islands [projects]” Scientix = map to help navigate this ocean and find your way to every island European Schoolnet Science Projects Officer Gina Mihai

- Mobile learning, assessment and inclusion Chair: Jan de Craemer SENnet and CCL projects,SNE Working Group

- What happened 2014 activity report ( –Peer learning visits to Portugal and Estonia –Pilot MOOC on SEN and ICT, adapted in six countries –Growing network: facebook.com/groups/SENnetwork/facebook.com/groups/SENnetwork/ 600+ resources tagged in LRE SENnet collectionLRE SENnet collection –Extended vocabulary based on resources’ affordances, not disability Study on tablet computers and inclusion –Eight video case studies, inc. BE, IT, DK CCL scenarios and inclusion Assessment and special needs: some considerations

- What happened

- Conclusions and recommendations Keep a perspective on special needs when discussing ICT in schools Pupils in SEN context can benefit a lot from technology, sometimes technology is vital to their well-being But full educational potential is yet to be explored (using them in an inclusive way) Ensure easy access to these devices for pupils with SEN –Remove budgetary, pedagogical and accessibility barriers Sharing examples and networking (between ministries, schools, industry etc.) is important. The SEN WG will look over this task If pupils follow a didactical process with ICT they should be allowed to be assessed by ICT –And what does this mean for SEN?

- Contacts Digital skills: –Charmaine Kerr –Tommaso Dallavecchia Entrepreneurial education: –Sofia Aslanidou Science: –Àgueda Gras-Velázquez –Gina Mihai Special needs: –Roger Blamire –Katja Engelhardt