# ErasmusLearn Heraklion Crete, Nicosia, Paris, Milan, Madrid, Prague > ### English for Beginners: Inclusive, Holistic EFL learning Summary Purpose Objectives English for Adults (false) beginners ( Level A1 & A2): Inclusive, Holistic EFL learning.This two week intensive course is designed to cover the needs of adults (false) beginners in English Languageup to levels A1 & A2 as they are cited in the Common European Framework of Reference for Languages CEFR.The curriculum is planned to comply with the needs of the “basic user” as they are described in the Globalscale – Table 1 (CEFR 3.3): Common Reference levels. In addition, the everyday learning by doing activitieswill give adult learners the chance to gain deep insights of the local history and culture and cultivate life-long autonomous learning skills. By the end of this course adult learners will have developed the basic linguistic competence to attendErasmus courses of their choice in English as well as sufficient sociolinguistic competence which will helpthem to feel confident to communicate and satisfy everyday needs, while being in Heraklion or elsewhere. LinguisticDevelop the four skills required in EFL learning (Listening, Speaking, Reading, Writing) up to CEFR A1 & A2 levelsSkillsDevelop cooperative and active life-long learning skills through team learning activities.AttitudesDevelop sociolinguistic understanding to communicate using English, which is a prerequisite for nurturingglobal active citizenship. English for Adults (false) beginners ( Level A1 & A2): Inclusive, Holistic EFL learning.This two week intensive course is designed to cover the needs of adults (false) beginners in English Languageup to levels A1 & A2 as they are cited in the Common European Framework of Reference for Languages CEFR.The curriculum is planned to comply with the needs of the “basic user” as they are described in the Globalscale - Table 1 (CEFR 3.3): Common Reference levels. In addition, the everyday learning by doing activitieswill give adult learners the chance to gain deep insights of the local history and culture and cultivate life-long autonomous learning skills.By the end of this course adult learners will have developed the basic linguistic competence to attendErasmus courses of their choice in English as well as sufficient sociolinguistic competence which will helpthem to feel confident to communicate and satisfy everyday needs, while being in Heraklion or elsewhere.LinguisticDevelop the four skills required in EFL learning (Listening, Speaking, Reading, Writing) up to CEFR A1 & A2 levelsSkillsDevelop cooperative and active life-long learning skills through team learning activities.AttitudesDevelop sociolinguistic understanding to communicate using English, which is a prerequisite for nurturingglobal active citizenship. Course Language English Target Groups Adults, Teachers: primary, secondary, vocational, adult, special needs; - Teacher trainers; - Headteachers;Principals; Managers of schools. Methods & Tools The curriculum activities are informed by Adult Education and in particular Transformative Education theories.Learners will get involved in active, cooperative learning. The direct method of teaching EFL will be applied,therefore, no prior knowledge of English is required.In virtual learning contexts (presentations) films, art, artifacts and other multisensory texts will be used.Active learning will be realized with workshops in real life places: town historical center, markets, streets,restaurants, historical and cultural sites and monuments In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 2 weeksFor more information click to download pdf file. English for Beginners Inclusive, Holistic EFL learning _Two-week course (PDF) Related courses ### DIFERAL The DIFERAL Project (Project Number: KA220-SCH-C8351642) is an Erasmus+ initiative dedicated to enhancing environmental education through differentiated instruction. By developing a comprehensive Massive Open Online Course (MOOC) and integrating a micro-credentialing system, DIFERAL aims to equip educators with the tools and knowledge necessary to address diverse learning needs in environmental topics.Our Mission: DIFERAL seeks to revolutionize environmental education by providing educators with advanced training in differentiated instruction. The project focuses on creating accessible, high-quality educational resources that cater to various learning styles, promoting inclusivity and effective teaching practices in environmental education.Objectives:Develop a MOOC on Differentiated Instruction for the Environment: Offer comprehensive training tailored to environmental education, enabling educators to implement differentiated instruction strategies effectively.Incorporate Micro-credentials, Quizzes, and Puzzles: Integrate interactive elements and a micro-credentialing system to enhance learner engagement and provide recognized certification for professional development.Engage Educators and Students: Involve educators and students in creating and utilizing educational materials, fostering active participation and practical application of differentiated instruction in environmental topics.Deliver the MOOC to a Broad Audience: Ensure the MOOC is accessible to teachers and trainers across the education sector, providing a flexible learning platform to enhance their skills.Evaluate MOOC Impact: Assess the effectiveness of the MOOC in improving educators' competencies, informing continuous improvement and alignment with educators' needs.Roles and Collaborations:Oloklirosi: Leads the coordination of the MOOC's development and delivery, ensuring content accuracy and alignment with educational objectives.CSCI: As the technical lead, develops the MOOC platform, manages the integration of the micro-credentialing system, and oversees the Italian translation of the MOOC.SYKLI Environmental College: Provides expertise in environmental education and sustainable development, contributes to course material, and leads the evaluation and Finnish translation of the MOOC.Eco Logic: Offers insights into modern ecological practices and sustainability, contributing to course content and translating the MOOC into Macedonian.Zespol Szkol nr 1 w Suwalkach: Provides input on bilingual education and teaching methodologies, facilitates participation in events, and translates the MOOC into Polish.7th General Lyceum of Heraklion: Promotes the MOOC within their network, aids in participant recruitment, and translates the MOOC into Greek.This collaborative effort ensures a comprehensive and multifaceted approach to enhancing environmental education through differentiated instruction.Stay Connected: We invite you to follow our progress and updates on the DIFERAL project. Stay informed about our initiatives, insights, and success stories as we work towards transforming environmental education.Get in Touch: For further details, questions, or to get involved, feel free to contact us at erasmuslearn@gmail.com. Together, through the DIFERAL project, we are building a more inclusive, diverse, and skilled educational environment for the future.For more information, visit the project’s official website: https://diferal.eu/ ### D'ARTIDE D'ARTIDE - Dynamic Artistic and Digital Inclusion EducationProject Number: KA220-SCH-5477BD7CD’ARTIDE is an Erasmus+ initiative designed to bridge the gap between creativity and technology in education. By integrating artistic expression with digital tools, the project aims to foster inclusivity, innovation, and engagement for students aged 12 to 16. D’ARTIDE supports educators in developing forward-thinking teaching practices that combine the arts with digital literacy. Project Goals:Empower Educators: Provide teachers with the tools and methodologies to integrate digital literacy and the arts into their teaching practices.Engage Students: Foster creativity, critical thinking, and digital competence in students through interactive workshops and performances.Promote Inclusivity: Create a curriculum that accommodates diverse learning needs, ensuring all students can participate and thrive.Enhance Collaboration: Strengthen ties between educational institutions, creative professionals, and local communities across Europe.Main Activities:Curriculum Development: Design a unique educational framework combining arts and technology.Workshops and Performances: Conduct creative workshops and digital performances that engage students and educators.Resource Production: Develop educational resources and toolkits to support inclusive teaching methodologies.Teacher Training: Offer specialized training to educators on using digital tools for creative education.Methodology:The project emphasizes experiential learning and cross-cultural collaboration, aiming to enrich students' digital and creative skills while supporting inclusive educational practices.Expected Outcomes:An inclusive and innovative curriculum that integrates arts and digital skills.Increased teacher confidence and competence in combining creative and digital teaching methods.Improved student engagement and digital literacy through hands-on learning experiences.Strengthened collaboration among European institutions, fostering a shared vision for modern education. Collaborative Effort:The success of D’ARTIDE lies in the collaborative contributions of its diverse partners:Alviksskolan (Sweden): Project Coordinator, overseeing management and alignment of activities.Oloklirosi (Greece): Expertise in digital education and inclusive teaching practices.Memento Mortis (Greece): Leader in creative arts and cultural engagement.The Hub Nicosia (Cyprus): Innovators in digital tool development and education.Scoala Gimnaziala Horea (Romania): Specialists in curriculum development and teaching methodologies.Agrupamento de Escolas Augusto Cabrita (Portugal): Contributors to resource creation and teacher training modules.Liceo "Don Quirico Punzi" (Italy): Facilitators of artistic workshops and education-arts integration.Together, these partners are committed to transforming education through creativity and technology.For more information, visit the project's official website: https://dartide.eu ### Digital and AI Tools for Innovative Teaching Summary Purpose Objectives Teachers today face many challenges. While integrating technology in the classroom should be somethingall teachers enthusiastically embrace, the rapid onslaught of new tools has left teachers overwhelmed andunmotivated. Many schools have invested in hardware, software,and internet access but in order for thecurriculum to be truly integrated, teachers must also invest their time and effort to learn how to enhancetheir lessons with the various tools at their disposal. The instructional goal, therefore, of the first professionaldevelopment series is that given a standards-based instructional goal, the teachers will select theappropriate ICT and digital tools to integrate into the curriculum producing activities that promote 21stCentury Skills The aim of the course is to provide knowledge on contemporary educational approaches that draw on theprinciples of ICT education and promote equal learning, participation and learning opportunities for allstudents. The course aims to be practical and with the use of digital tools to enable teachers to create theirown educational material and apply participatory techniques in order to complete the needs of the moderneducation and make the lesson more flexible and attractive for young learners. The project aims for the participants to:Understand the concept of digital citizenship and the need for developing a digital pedagogy of yourown.Learn about new digital tools and gamification.Get familiar with Artificial Intelligence and its emerging role in contemporary education.Plan and design effective learning experiences supported by ICT technology.Gain basic knowledge, skills and understanding of ICT for assessments.Integrate and utilize technology in education planning and instruction. Teachers today face many challenges. While integrating technology in the classroom should be somethingall teachers enthusiastically embrace, the rapid onslaught of new tools has left teachers overwhelmed andunmotivated. Many schools have invested in hardware, software,and internet access but in order for thecurriculum to be truly integrated, teachers must also invest their time and effort to learn how to enhancetheir lessons with the various tools at their disposal. The instructional goal, therefore, of the first professionaldevelopment series is that given a standards-based instructional goal, the teachers will select theappropriate ICT and digital tools to integrate into the curriculum producing activities that promote 21stCentury SkillsThe aim of the course is to provide knowledge on contemporary educational approaches that draw on theprinciples of ICT education and promote equal learning, participation and learning opportunities for allstudents. The course aims to be practical and with the use of digital tools to enable teachers to create theirown educational material and apply participatory techniques in order to complete the needs of the moderneducation and make the lesson more flexible and attractive for young learners.The project aims for the participants to:Understand the concept of digital citizenship and the need for developing a digital pedagogy of yourown.Learn about new digital tools and gamification.Get familiar with Artificial Intelligence and its emerging role in contemporary education.Plan and design effective learning experiences supported by ICT technology.Gain basic knowledge, skills and understanding of ICT for assessments.Integrate and utilize technology in education planning and instruction. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary, secondary schools. Independent educators. Managing staff anddirectors of all level schools and educational organizations. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks.Europass Mobility.Certificate of Attendance, for participants who attend at least 80% of the course.Excursion Malaga 6 daysFor more information click to download pdf file. Digital and AI Tools for Innovative Teaching (PDF) Related courses ### Theatre Game and Theatre Pedagogy in Education Summary Purpose Objectives This program focuses on utilizing theatre game and theatre pedagogy to enhance creativity, communication,and emotional intelligence in the classroom.Participants will learn how to integrate theatre-based activities into their teaching practice, creating dynamicand engaging learning environments that foster empathy, teamwork, and creative problem-solving.This program empowers educators to integrate theatre game and theatrepedagogy into their teaching, making learning more engagingand impactful for students. The program aims to equip educators with the skills needed to effectively use theatre game and theatrepedagogy in their teaching, enabling them to foster a more interactive and inclusive classroom. Develop Creative Expression: Foster creativity in students through engaging theatre game.Enhance Communication Skills: Improve verbal and non-verbal communication through drama techniques.Foster Collaboration and Teamwork: Cultivate empathy and cooperation using theatre game.Explore Emotional Intelligence: Help students recognize and express emotions through role-playing.Design and Implement Theatre Activities: Learn to create, organize, and assess theatre-based lessons and projects. This program focuses on utilizing theatre game and theatre pedagogy to enhance creativity, communication,and emotional intelligence in the classroom.Participants will learn how to integrate theatre-based activities into their teaching practice, creating dynamicand engaging learning environments that foster empathy, teamwork, and creative problem-solving.This program empowers educators to integrate theatre game and theatrepedagogy into their teaching, making learning more engagingand impactful for students.The program aims to equip educators with the skills needed to effectively use theatre game and theatrepedagogy in their teaching, enabling them to foster a more interactive and inclusive classroom.Develop Creative Expression: Foster creativity in students through engaging theatre game.Enhance Communication Skills: Improve verbal and non-verbal communication through drama techniques.Foster Collaboration and Teamwork: Cultivate empathy and cooperation using theatre game.Explore Emotional Intelligence: Help students recognize and express emotions through role-playing.Design and Implement Theatre Activities: Learn to create, organize, and assess theatre-based lessons and projects. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Primary and secondary school teachers, curriculum developers, educational technology coordinators, schooladministrators, and anyone interested in using theatre as a tool for education and personal development. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Theatre Game and Theatre Pedagogy in Education (PDF) Related courses ### Transmedia Integration in Education Summary Purpose Objectives Transmedia involves the use of multiple media platforms to create a cohesive and immersive educational experience. This program aims to equip teachers with the knowledge and skills to use transmedia techniques in their classrooms. By leveraging various media forms and digital tools, educators can create dynamic and engaging learning experiences that foster creativity, critical thinking, and digital literacy. The primary goal of the Transmedia Integration in Education program is to introduce educators to the concepts and techniques of transmedia. Participants will learn how to design and implement transmedia projects that integrate multiple media platforms, making learning more engaging and effective. These methods are particularly useful for catering to diverse learning styles and increasing student motivation. Understand Transmedia Concepts: Gain a thorough understanding of transmedia narratives and their applications in education.Implement Transmedia Projects: Learn practical strategies for designing and executing transmedia projects in the classroom.Enhance Student Engagement: Utilize transmedia to capture students’ interest and foster a deeper connection with the curriculum.Develop Digital Literacy: Teach students to use various digital tools and platforms effectively.Evaluate and Adapt Projects: Use feedback and data to assess the effectiveness of these methods and make necessary adjustments. Transmedia involves the use of multiple media platforms to create a cohesive and immersive educational experience. This program aims to equip teachers with the knowledge and skills to use transmedia techniques in their classrooms. By leveraging various media forms and digital tools, educators can create dynamic and engaging learning experiences that foster creativity, critical thinking, and digital literacy.The primary goal of the Transmedia Integration in Education program is to introduce educators to the concepts and techniques of transmedia. Participants will learn how to design and implement transmedia projects that integrate multiple media platforms, making learning more engaging and effective. These methods are particularly useful for catering to diverse learning styles and increasing student motivation.Understand Transmedia Concepts: Gain a thorough understanding of transmedia narratives and their applications in education.Implement Transmedia Projects: Learn practical strategies for designing and executing transmedia projects in the classroom.Enhance Student Engagement: Utilize transmedia to capture students’ interest and foster a deeper connection with the curriculum.Develop Digital Literacy: Teach students to use various digital tools and platforms effectively.Evaluate and Adapt Projects: Use feedback and data to assess the effectiveness of these methods and make necessary adjustments. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The Transmedia Integration in Education program is designed for primary andsecondary school teachers, curriculum developers, educational technologycoordinators, and school administrators. A minimum of B2 (Upper-Intermediate)English proficiency is required. Methods & Tools Lectures, interactive workshops, group discussions, hands-on sessions, practicalimplementations, and examples of best practices. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Transmedia Integration in Education (PDF) Related courses ### Social-Emotional Learning (SEL) and Mindfulness in Education Summary Purpose Objectives Social-Emotional Learning (SEL) and mindfulness practices are essential in modern education, helping students develop vital life skills such as emotional regulation, empathy, and resilience. This program aims to equip teachers with the knowledge and tools to integrate SEL and mindfulness into their teaching practices to foster a supportive and conducive learning environment. The primary goal of the SEL and Mindfulness in Education program is to introduce educators to the principles and practices of SEL and mindfulness. Participants will learn how to create a classroom environment that supports emotional well-being and social skills development, thereby enhancing students’ overall academic performance and personal growth. Understand SEL and Mindfulness Gain a comprehensive understanding of SEL frameworks and mindfulness practices.Implement SEL Programs Learn practical strategies for integrating SEL into daily classroom activities and school-wide programs.Promote Mindfulness Develop skills to teach mindfulness techniques that help students manage stress and improve focus.Create a Supportive Environment Foster a classroom culture that emphasizes empathy, collaboration, and emotional well-being.Evaluate SEL and Mindfulness Practices Assess the impact of SEL and mindfulness on student outcomes and adjust practices accordingly. Social-Emotional Learning (SEL) and mindfulness practices are essential in modern education, helping students develop vital life skills such as emotional regulation, empathy, and resilience. This program aims to equip teachers with the knowledge and tools to integrate SEL and mindfulness into their teaching practices to foster a supportive and conducive learning environment.The primary goal of the SEL and Mindfulness in Education program is to introduce educators to the principles and practices of SEL and mindfulness. Participants will learn how to create a classroom environment that supports emotional well-being and social skills development, thereby enhancing students’ overall academic performance and personal growth.Understand SEL and Mindfulness Gain a comprehensive understanding of SEL frameworks and mindfulness practices.Implement SEL Programs Learn practical strategies for integrating SEL into daily classroom activities and school-wide programs.Promote Mindfulness Develop skills to teach mindfulness techniques that help students manage stress and improve focus.Create a Supportive Environment Foster a classroom culture that emphasizes empathy, collaboration, and emotional well-being.Evaluate SEL and Mindfulness Practices Assess the impact of SEL and mindfulness on student outcomes and adjust practices accordingly. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The SEL andMindfulness in Education program is designed for primary and secondary schoolteachers, school counselors, curriculum developers, and school administrators.A minimum of B2 (Upper-Intermediate) English proficiency is required. Methods & Tools Lectures, interactive workshops, group discussions, hands-on sessions, practical implementations, and examples of best practices. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Social-Emotional Learning (SEL) and Mindfulness in Education (PDF) Related courses ### Nontraditional Learning Models, Microlearning and Gamification Summary Purpose Objectives As the educational landscape evolves, nontraditional learning models, microlearning and gamification are gaining traction as effective methods to enhance student engagement and learning outcomes. This program aims to equip teachers with the knowledge and skills to implement these innovative approaches in their classrooms. By integrating project-based learning, microlearning, and gamified educational activities, teachers can foster a more interactive and motivating learning environment. The primary goal of the Nontraditional Learning Models, Microlearning and Gamification program is to introduce educators to alternative educational approaches that move beyond traditional lecture-based instruction. Participants will learn how to design and implement project-based learning activities, microlearning modules, and gamified lessons to make learning more engaging and effective. These methods are particularly useful in catering to diverse learning styles and increasing student motivation. Understand Nontraditional Learning Models: Gain a thorough understanding of project-based learning, microlearning, and other alternative educational approaches. Implement Gamification in Education: Learn practical strategies for incorporating gamification into lesson plans to enhance student engagement. Design Project-Based Learning Activities: Develop skills to create and manage project-based learning experiences that promote critical thinking and collaboration. Create Microlearning Modules: Learn how to design and implement microlearning activities that deliver content in short, focused bursts. Evaluate and Adapt Nontraditional Methods: Use feedback and data to assess the effectiveness of these methods and make necessary adjustments. As the educational landscape evolves, nontraditional learning models, microlearning and gamification are gaining traction as effective methods to enhance student engagement and learning outcomes. This program aims to equip teachers with the knowledge and skills to implement these innovative approaches in their classrooms. By integrating project-based learning, microlearning, and gamified educational activities, teachers can foster a more interactive and motivating learning environment. The primary goal of the Nontraditional Learning Models, Microlearning and Gamification program is to introduce educators to alternative educational approaches that move beyond traditional lecture-based instruction. Participants will learn how to design and implement project-based learning activities, microlearning modules, and gamified lessons to make learning more engaging and effective. These methods are particularly useful in catering to diverse learning styles and increasing student motivation. Understand Nontraditional Learning Models: Gain a thorough understanding of project-based learning, microlearning, and other alternative educational approaches. Implement Gamification in Education: Learn practical strategies for incorporating gamification into lesson plans to enhance student engagement. Design Project-Based Learning Activities: Develop skills to create and manage project-based learning experiences that promote critical thinking and collaboration. Create Microlearning Modules: Learn how to design and implement microlearning activities that deliver content in short, focused bursts. Evaluate and Adapt Nontraditional Methods: Use feedback and data to assess the effectiveness of these methods and make necessary adjustments. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The Nontraditional Learning Models, Microlearning and Gamification program is designed for primary and secondary school teachers, curriculum developers, educational technology coordinators, and school administrators. A minimum of B2 (Upper-Intermediate) English proficiency is required. Methods & Tools Lectures, interactive workshops, group discussions, hands-on sessions, practical implementations, and examples of best practices. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Nontraditional Learning Models, Microlearning and Gamification (PDF) Related courses ### Equity, Diversity, and Inclusion (E-DEI) Summary Purpose Objectives Equity, Diversity, and Inclusion (E-DEI) are fundamental principles in creating an inclusive and supportive educational environment. This program aims to equip teachers with the knowledge and skills to promote E-DEI in their classrooms. By understanding and implementing E-DEI practices, educators can create a more equitable and inclusive learning experience for all students. The primary goal of the E-DEI in Education program is to introduce educators to the principles and practices of E-DEI. Participants will learn how to identify and address inequities, foster a diverse and inclusive classroom culture, and implement strategies that support all students’ academic and personal growth. Understand E-DEI Concepts: Gain a thorough understanding of equity, diversity, and inclusion and their importance in education.Promote Inclusive Practices: Learn practical strategies for creating an inclusive classroom environment.Address Inequities: Develop skills to identify and address inequities in educational settings.Foster Cultural Competence: Enhance cultural competence and incorporate culturally responsive teaching practices.Evaluate and Adapt E-DEI Practices: Use feedback and data to assess the effectiveness of E-DEI practices and make necessary adjustments. Equity, Diversity, and Inclusion (E-DEI) are fundamental principles in creating an inclusive and supportive educational environment. This program aims to equip teachers with the knowledge and skills to promote E-DEI in their classrooms. By understanding and implementing E-DEI practices, educators can create a more equitable and inclusive learning experience for all students.The primary goal of the E-DEI in Education program is to introduce educators to the principles and practices of E-DEI. Participants will learn how to identify and address inequities, foster a diverse and inclusive classroom culture, and implement strategies that support all students’ academic and personal growth.Understand E-DEI Concepts: Gain a thorough understanding of equity, diversity, and inclusion and their importance in education.Promote Inclusive Practices: Learn practical strategies for creating an inclusive classroom environment.Address Inequities: Develop skills to identify and address inequities in educational settings.Foster Cultural Competence: Enhance cultural competence and incorporate culturally responsive teaching practices.Evaluate and Adapt E-DEI Practices: Use feedback and data to assess the effectiveness of E-DEI practices and make necessary adjustments. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The E-DEI in Education program is designed for primary and secondary school teachers, school counselors, curriculum developers, and school administrators. A minimum of B2 (Upper-Intermediate) English proficiency is required. Methods & Tools Lectures, interactive workshops, group discussions, hands-on sessions, practical implementations, and examples of best practices. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Equity, Diversity, and Inclusion (E-DEI) (PDF) Nicosia 6 DaysFor more information click to download pdf file. Equity, Diversity, and Inclusion (E-DEI) (PDF) Related courses ### AI-Enhanced Personalized and Inclusive Learning Summary Purpose Objectives In the rapidly evolving educational landscape,, AI-Enhanced Personalized and Inclusive Learning leverages In the rapidly artificial intelligence to tailor educational experiences to individual student needs and promote inclusivity. This program aims to equip teachers with the skills to utilize AI tools and platforms that adapt in real-time to students’ diverse learning styles, paces, and needs, thereby enhancing engagement, educational outcomes, and inclusivity in the classroom. The primary goal of the AI-Enhanced Personalized and Inclusive Learning program is to introduce educators to the innovative potential of AI in personalizing and diversifying education. Participants will learn how to integrate AI-driven tools and platforms into their teaching practices to better address the varied learning needs of their students. By mastering these technologies, teachers can improve student engagement, personalize learning pathways, and create a more inclusive and effective educational environment. Understand AI Tools and Platforms: Gain comprehensive knowledge of various AI tools and platforms designed for educational purposes, including their functionalities and applications in the classroom.Implement AI in Teaching: Learn practical strategies for integrating AI into lesson plans to personalize learning experiences and support differentiated instruction.Enhance Student Engagement: Utilize AI to create more engaging and interactive learning environments that cater to individual student preferences and needs.Data-Driven Instruction: Develop skills to use learning analytics provided by AI tools to inform and adapt teaching practices based on real-time student performance data.Promote Inclusivity: Ensure that AI tools are used to support an inclusive learning environment, providing equal learning opportunities for all students, including those with special educational needs. In the rapidly evolving educational landscape,, AI-Enhanced Personalized and Inclusive Learning leverages In the rapidly artificial intelligence to tailor educational experiences to individual student needs and promote inclusivity. This program aims to equip teachers with the skills to utilize AI tools and platforms that adapt in real-time to students’ diverse learning styles, paces, and needs, thereby enhancing engagement, educational outcomes, and inclusivity in the classroom.The primary goal of the AI-Enhanced Personalized and Inclusive Learning program is to introduce educators to the innovative potential of AI in personalizing and diversifying education. Participants will learn how to integrate AI-driven tools and platforms into their teaching practices to better address the varied learning needs of their students. By mastering these technologies, teachers can improve student engagement, personalize learning pathways, and create a more inclusive and effective educational environment.Understand AI Tools and Platforms: Gain comprehensive knowledge of various AI tools and platforms designed for educational purposes, including their functionalities and applications in the classroom.Implement AI in Teaching: Learn practical strategies for integrating AI into lesson plans to personalize learning experiences and support differentiated instruction.Enhance Student Engagement: Utilize AI to create more engaging and interactive learning environments that cater to individual student preferences and needs.Data-Driven Instruction: Develop skills to use learning analytics provided by AI tools to inform and adapt teaching practices based on real-time student performance data.Promote Inclusivity: Ensure that AI tools are used to support an inclusive learning environment, providing equal learning opportunities for all students, including those with special educational needs. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The AI-Enhanced Personalized and Inclusive Learning program is designed for primaryand secondary school teachers, educational technology coordinators, curriculumdevelopers, and school administrators. A minimum of B2 (Upper-Intermediate)English proficiency is required. Methods & Tools Lectures, interactive workshops, group discussions, hands-on AI tool sessions, practical implementations, and case study analyses. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. AI-Enhanced Personalized and Inclusive Learning (PDF) Related courses ### English for Intermediate Learners Summary Purpose Objectives This program is designed for teachers who already have basic knowledge of English and wish to improve their skills. The course focuses on enhancing vocabulary, grammar, and conversation skills to a higher level. Participants will improve their ability to understand and use English in more complex situations. The primary goal of the English for Intermediate Learners program is to help teachers develop intermediate-level English language skills. This course aims to build confidence in using English for professional development and everyday communication. Intermediate Vocabulary and Grammar: Learn more complex vocabulary and grammatical structures.Listening and Speaking Skills: Develop the ability to understand and participate in more complex conversations.Reading and Writing Skills: Improve reading comprehension and writing of more detailed texts.Professional Communication: Use English effectively in professional and academic settings.Preparation for Advanced Study: Prepare for advanced English courses and exams. This program is designed for teachers who already have basic knowledge of English and wish to improve their skills. The course focuses on enhancing vocabulary, grammar, and conversation skills to a higher level. Participants will improve their ability to understand and use English in more complex situations.The primary goal of the English for Intermediate Learners program is to help teachers develop intermediate-level English language skills. This course aims to build confidence in using English for professional development and everyday communication.Intermediate Vocabulary and Grammar: Learn more complex vocabulary and grammatical structures.Listening and Speaking Skills: Develop the ability to understand and participate in more complex conversations.Reading and Writing Skills: Improve reading comprehension and writing of more detailed texts.Professional Communication: Use English effectively in professional and academic settings.Preparation for Advanced Study: Prepare for advanced English courses and exams. Course Language English. Note: Participants should have basic knowledge of English (A2 level). Target Groups The English for Intermediate Learners program is designed for teachers who have basic English skills and wish to advance to a higher level. Methods & Tools Lectures, interactive workshops, group discussions, practical exercises, role-playing, multimedia resources, and language labs. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. English for Intermediate Learners (PDF) Related courses ### English for Beginners Summary Purpose Objectives This program is designed for teachers who are new to the English language. The course focuses on basic vocabulary, grammar, and conversation skills, enabling participants to build a strong foundation in English. By the end of the program, participants will be able to understand and use everyday expressions and basic phrases. The primary goal of the English for Beginners program is to help teachers develop fundamental English language skills. This course aims to build confidence in using English for everyday communication and professional development. Basic Vocabulary and Grammar: Learn essential vocabulary and grammatical structures.Listening and Speaking Skills: Develop the ability to understand and participate in basic conversations.Reading and Writing Skills: Improve reading comprehension and writing of simple texts.Everyday Communication: Use English effectively in common situations.Preparation for Further Study: Build a foundation for more advanced English courses.  This program is designed for teachers who are new to the English language. The course focuses on basic vocabulary, grammar, and conversation skills, enabling participants to build a strong foundation in English. By the end of the program, participants will be able to understand and use everyday expressions and basic phrases.The primary goal of the English for Beginners program is to help teachers develop fundamental English language skills. This course aims to build confidence in using English for everyday communication and professional development.Basic Vocabulary and Grammar: Learn essential vocabulary and grammatical structures.Listening and Speaking Skills: Develop the ability to understand and participate in basic conversations.Reading and Writing Skills: Improve reading comprehension and writing of simple texts.Everyday Communication: Use English effectively in common situations.Preparation for Further Study: Build a foundation for more advanced English courses.  Course Language English. Note: No prior knowledge of English is required. Target Groups The English for Beginners program is designed for teachers who have little or no prior experience with the English language. Methods & Tools Lectures, interactive workshops, group discussions, practical exercises, role-playing, and multimedia resources. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. English for Beginners (PDF) Related courses ### STEAM Education Summary Purpose Objectives STEAM (Science, Technology, Engineering, Art and Math) is an educational framework that brings reality into classroom by connecting different subjects together in a way that they will relate to both the real and the business world and to each other as well. STEAM is the second step of STEM education, in which one incorporates the artistic and design-related skills and thinking processes to student-learning process. As such, STEAM education is gender inclusive and accessible for all levels of technical abilities. STEAM education provides an opportunity to formally teach in a fun environment showing the relationships between subjects and real-life, therefore increasing the sense of motivation, self-efficacy and problem solving skills. It aims to promote the learners’ motivation for learning and to educate people in order to help them become capable of solving multidisciplinary problems.In addition, STEAM education is to play an important role when proposing solutions to overcome the well-researched and identified gender issues pronounced in many Western societies related to involve, motivate and retain girls and women in the fields of science, technology and math, including socio-cultural expectations, lack of female role models, relevancy of curricula, pedagogy and so forth. Furthermore, the inclusion of arts into the hard sciences curricula intends to foster creativity and economic growth. The main purpose of the course is to help teachers understand the importance of STEAM education and improve their science school lessons and science project in kindergarten and in primary school and also in the first grades of secondary school. Participants will be familiarized with the impact they can have on children by learning science in a fun and innovative, yet educational way. They will learn how to boost children’s imagination and natural gift of questioning by implementing scientific ways of thinking and science methodology in their work. Our goal is also to help children find ways to make STEAM education a fun pathway to children school life but also a precious tool in their educational path and life. Learn why STEAM education is important for literacy matters.Discover the advantages of creating a fun learning environment in teaching Science.Explore how children and especially girls can benefit from the incorporation of Art in STEM education.Discover the importance of reality in STEAM Education.Learn how to teach children to develop scientific mind and attitude.Determine the skills of scientific enquiry processes.Learn the educational benefits of self-explanation.Discover creative low cost science experiments in class.Discover the usefulness of Arduino in STEAM education.Discover ways to integrate Art in STEAM education.Discover ways to involve reality in STEAM education.Motivating more girls to participate in the field of science. STEAM (Science, Technology, Engineering, Art and Math) is an educational framework that brings reality into classroom by connecting different subjects together in a way that they will relate to both the real and the business world and to each other as well. STEAM is the second step of STEM education, in which one incorporates the artistic and design-related skills and thinking processes to student-learning process. As such, STEAM education is gender inclusive and accessible for all levels of technical abilities. STEAM education provides an opportunity to formally teach in a fun environment showing the relationships between subjects and real-life, therefore increasing the sense of motivation, self-efficacy and problem solving skills. It aims to promote the learners’ motivation for learning and to educate people in order to help them become capable of solving multidisciplinary problems.In addition, STEAM education is to play an important role when proposing solutions to overcome the well-researched and identified gender issues pronounced in many Western societies related to involve, motivate and retain girls and women in the fields of science, technology and math, including socio-cultural expectations, lack of female role models, relevancy of curricula, pedagogy and so forth. Furthermore, the inclusion of arts into the hard sciences curricula intends to foster creativity and economic growth.The main purpose of the course is to help teachers understand the importance of STEAM education and improve their science school lessons and science project in kindergarten and in primary school and also in the first grades of secondary school. Participants will be familiarized with the impact they can have on children by learning science in a fun and innovative, yet educational way. They will learn how to boost children’s imagination and natural gift of questioning by implementing scientific ways of thinking and science methodology in their work. Our goal is also to help children find ways to make STEAM education a fun pathway to children school life but also a precious tool in their educational path and life.Learn why STEAM education is important for literacy matters.Discover the advantages of creating a fun learning environment in teaching Science.Explore how children and especially girls can benefit from the incorporation of Art in STEM education.Discover the importance of reality in STEAM Education.Learn how to teach children to develop scientific mind and attitude.Determine the skills of scientific enquiry processes.Learn the educational benefits of self-explanation.Discover creative low cost science experiments in class.Discover the usefulness of Arduino in STEAM education.Discover ways to integrate Art in STEAM education.Discover ways to involve reality in STEAM education.Motivating more girls to participate in the field of science. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs -Teacher trainers -Headteachers -Principals -School Managers Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. steam-education.pdf (PDF) Paris 6 daysFor more information click to download pdf file. steam-education.pdf (PDF) Testimonial I likely recommend this course to anyone who wants, first of all, to meet inspiring people with profound knowledge and skills in the areas of teaching. Every single part of the course was so motivating, supportive, and educational. Sonja TrajchevaRepublic of North Macedonia I highly recommend ErasmusLearn. A combination of quality and friendliness. It was a very inspiring experience. I can't wait to go back and put everything I learned into action. Suzana da Silva PortugalPortugal Instructors gave us a lot of knowledge through fun and interesting experiments! Iva TomasevCroatia Very good balance between documentation and self-activity! Bernd NamisloGermany I like and appreciate your kindness, competence, and attention to our well-being and comprehension of the content. My favorite part of the course is about experiments. Francesca RossettiItaly Interesting program, good organization, and flexible schedule. Rita KazlauskieneLithuania Well-organized program and engaging coaches. Ausrele TaputieneLithuania Engaging activities, well-organized program, professional and helpful employees. Gintare BaltrunieneLithuania It was an interesting and funny experience in our STEAM education course, in Crete. Keep up the good work! Ricardo - Cecília - Elisabete - FernandaPortugal Previous Next Related courses ### ICT in Inclusive Education Summary Purpose Objectives Nowadays, it is widely accepted that Information and Communication Technology (ICT) is used in every step of education. Educators and students face a great challenge and have to cover a distance that separates the knowledge and skills given by schools, today, from the knowledge and skills necessary for the future of the citizens of the emerging knowledge society.Moreover, ICT under pedagogical conditions can be one of the most important tools for educators and students to develop cognitive, social and technological skills in order to be able to respond critically and creatively, to supplement the needs of the new social and economic reality that is constantly changing. Therefore, it seems to be more important for students to learn how to be able to communicate, to share, to use information and to solve complex problems, instead of using ordinary skills. The crucial case, which is still open, is that students of the twenty-first century will need to be taught different skills than those learned by the students of the twentieth century therefore it is vital for educators to be able to provide those skills. If we really believe that the resignation and sterile negation are the other side of the same coin, then we need to look for new, original and innovative ideas that could lay the foundation of an alternative and creative approach to addressing educational issues.Despite various educational policies and decisions, the educators play a key role in the adoption and development of any educational innovation; for this reason, educators are considered to be the most important factor in education reforms. Therefore, the attitudes of educators towards computers have been addressed and have been described as the key to successful integration of ICT in education.The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of inclusive education and promote equal learning, participation and opportunities for all students, including students with disabilities. It is also an approach on the significance of the contribution of ICT use in the classroom as a learning tool and especially in the education of disabled students as it assures accessibility and active participation for all students. In addiction teachers, trainers and education managers will gain an outlook on best practices and concrete ways to use ICT to empower and support inclusive education. After the completion of the course participants will be able to:Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own.Know some of the imperatives that drive change in educational practices.Learn the Key Principles of Inclusive Education.Realize the importance of PBL methodology.Create digital stories and games.Combine ICT with Inclusive Education.Use web based simulations for educational purposes.Have a clear understanding of what it means to be digital content creator and how that can be developed by teachers. Nowadays, it is widely accepted that Information and Communication Technology (ICT) is used in every step of education. Educators and students face a great challenge and have to cover a distance that separates the knowledge and skills given by schools, today, from the knowledge and skills necessary for the future of the citizens of the emerging knowledge society.Moreover, ICT under pedagogical conditions can be one of the most important tools for educators and students to develop cognitive, social and technological skills in order to be able to respond critically and creatively, to supplement the needs of the new social and economic reality that is constantly changing. Therefore, it seems to be more important for students to learn how to be able to communicate, to share, to use information and to solve complex problems, instead of using ordinary skills. The crucial case, which is still open, is that students of the twenty-first century will need to be taught different skills than those learned by the students of the twentieth century therefore it is vital for educators to be able to provide those skills.If we really believe that the resignation and sterile negation are the other side of the same coin, then we need to look for new, original and innovative ideas that could lay the foundation of an alternative and creative approach to addressing educational issues.Despite various educational policies and decisions, the educators play a key role in the adoption and development of any educational innovation; for this reason, educators are considered to be the most important factor in education reforms. Therefore, the attitudes of educators towards computers have been addressed and have been described as the key to successful integration of ICT in education.The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of inclusive education and promote equal learning, participation and opportunities for all students, including students with disabilities. It is also an approach on the significance of the contribution of ICT use in the classroom as a learning tool and especially in the education of disabled students as it assures accessibility and active participation for all students. In addiction teachers, trainers and education managers will gain an outlook on best practices and concrete ways to use ICT to empower and support inclusive education.After the completion of the course participants will be able to:Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own.Know some of the imperatives that drive change in educational practices.Learn the Key Principles of Inclusive Education.Realize the importance of PBL methodology.Create digital stories and games.Combine ICT with Inclusive Education.Use web based simulations for educational purposes.Have a clear understanding of what it means to be digital content creator and how that can be developed by teachers. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; – Teacher trainers; -Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. ICT in Inclusive Education (PDF) Testimonial A well-organized course was full of useful tips and tools. Besides, Crete is a perfect place to visit in summer! Ondřej KosejkCzech If you like challenges of ICT you have never used - join the courses of ErasmusLearn! Solveiga VilkaLatvia Nikos Sopasis has been a wonderful instructor and has learned us very interesting tools to help us with our classes. Suzana da Silva PortugalPortugal Previous Next Related courses ### Inclusive Education for All Summary Purpose Objectives “The approach of differentiated teaching with the adoption of innovative methods and new technologies.” Inclusive education is a modern educational approach whose main objective is to ensure equal access for all pupils to the educational good and to overcome the structural obstacles and stereotypes of the system that make it unable to respond to the heterogeneity of the needs of the students. Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them and school staff have the training, support, flexibility, and resources to nurture, encourage, and respond to the needs of all students.  Inclusive education is based on the values of equality, social justice and the acceptance of diversity and equal opportunities in education. It involves all pupils, including pupils with disabilities and/or special educational needs or disabilities (SEN or SEN(D)) students, as well as disadvantaged pupils from vulnerable social groups (refugees, Roma and etc). This course intends to contribute to inclusive education. It aims to help teachers to adopt the principles and approaches of inclusive education and to be able to respond to the heterogeneity of the student population, equipping them with the way of organizing the learning process and motivating students to self-action, experimentation and active learning. At the end of the course participants will be equipped with a number of innovative approaches such as differentiated teaching, the basic principles and techniques of active and experiential learning and collaborative teaching, the exploitation of the potential offered by new technologies, arts and multimodal means so they will have the chance to enrich their teaching potential and be able to response to the needs and interests of ALL students. Learning the Key Principles of Inclusive Education. Learning issues of social and societal responsiveness and cultural heterogeneity of the modern school. Discovering ways of developing inclusive school culture. Developing Support Strategies to Help Students with Learning Difficulties. Implementing techniques that help in experiential learning and in active learning. Learning questioning for understanding and empathy. Finding ways for prompting action, reflection and learning. Creating a positive learning culture in the classroom. Discovering the use of New Technologies in Differentiated Teaching. Adopting ways for the cultivation of critical and creative thinking of students in Differentiated teaching. “The approach of differentiated teaching with the adoption of innovative methods and new technologies.” Inclusive education is a modern educational approach whose main objective is to ensure equal access for all pupils to the educational good and to overcome the structural obstacles and stereotypes of the system that make it unable to respond to the heterogeneity of the needs of the students. Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students and their parents participate in setting learning goals and take part in decisions that affect them and school staff have the training, support, flexibility, and resources to nurture, encourage, and respond to the needs of all students.  Inclusive education is based on the values of equality, social justice and the acceptance of diversity and equal opportunities in education. It involves all pupils, including pupils with disabilities and/or special educational needs or disabilities (SEN or SEN(D)) students, as well as disadvantaged pupils from vulnerable social groups (refugees, Roma and etc). This course intends to contribute to inclusive education. It aims to help teachers to adopt the principles and approaches of inclusive education and to be able to respond to the heterogeneity of the student population, equipping them with the way of organizing the learning process and motivating students to self-action, experimentation and active learning. At the end of the course participants will be equipped with a number of innovative approaches such as differentiated teaching, the basic principles and techniques of active and experiential learning and collaborative teaching, the exploitation of the potential offered by new technologies, arts and multimodal means so they will have the chance to enrich their teaching potential and be able to response to the needs and interests of ALL students. Learning the Key Principles of Inclusive Education. Learning issues of social and societal responsiveness and cultural heterogeneity of the modern school. Discovering ways of developing inclusive school culture. Developing Support Strategies to Help Students with Learning Difficulties. Implementing techniques that help in experiential learning and in active learning. Learning questioning for understanding and empathy. Finding ways for prompting action, reflection and learning. Creating a positive learning culture in the classroom. Discovering the use of New Technologies in Differentiated Teaching. Adopting ways for the cultivation of critical and creative thinking of students in Differentiated teaching. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; – Teacher trainers; – Headteachers; Principals; Managers of schools. The student population. Methods & Tools Lectures, brainstorming, concrete exercises, discussions, teamwork, role-playing games, case studies, groupdiscussions and outdoor activities. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Inclusive Education for All (PDF) Paris 6 daysFor more information click to download pdf file. Inclusive Education for All (PDF) Madrid 5 daysFor more information click to download pdf file. Inclusive Education for All (PDF) Milan 6 daysFor more information click to download pdf file. Inclusive Education for All (PDF) Testimonial You are part of my change, you encouraged my feelings, and ideas, you taught me a lot, and now I know that the most important thing is empathy and teamwork. GIANINA ANDREEA LEONTERomania I like the teachers, the way they made us feel, the country, and the way they listened to me. I felt that I was safe all week and I haven't difficulties expressing myself in front of the teachers and all the participants. POP CRISTIAN LAURENȚIURomania You are GREAT! It was a really interesting experience.Thank you! Liliana EduRomania The course was very well planned, with creative and dynamic instructors. The whole organization was perfect. Linda ComendinhaPortugal Previous Next Related courses ### Robotics in STEAM Education Summary Purpose Objectives The speed of change in our society has been accelerating since the birth of the Internet. New technological tools are being introduced into our daily life more rapidly than ever before. Among a lot of various technological advancements, the speed of the changes that robotics technology has created has been drastically increasing in recent years. Despite all the drastic changes taking place in the world, public education has maintained almost the same system since its establishment in the middle of the nineteenth century. Although the requirements for an effective workforce have changed at the same speed as technological advancements, the majority of schools are continuing what was done in the past with little hope that they can adequately prepare students for the future. Some even state that if we could have teachers from the nineteenth-century time travel to our schools, they would have no problem teaching our students. Because current public education places a heavy emphasis on memorization, our schools and curriculum are astonishingly similar to those in the nineteenth century. When designing, constructing, programming, and documenting the development of autonomous robots or robotics projects, students not only learn how technology works, but they also apply the skills and content knowledge learned in school in a meaningful and exciting way. Educational robotics is rich with opportunities to integrate not only STEM but also many other disciplines, including literacy, social studies, dance, music, and art, while giving students the opportunity to find ways to work together to foster collaboration skills, express themselves using the technological tool, problem-solve, and think critically and innovatively. Educational robotics is a learning tool that enhances students’ learning experience through hands-on-mindon learning. Most of all, educational robotics provides a fun and exciting learning environment because of its hands-on nature and the integration of technology. This course aims to promote robotics in classroom by connecting robotics learning with STEAM (Science, Technology, Engineering, Art and Math), an educational framework that brings reality into the classroom by connecting different subjects together in a way that they will relate to both the real and business world and to each other. The main purposeof the course is to help teachers improve their knowledge in Robotics and STEAM education in their classroom. Involve teachers in learning activities related to technology, engineering, math, art and science (STEAM).Provide the theoretical background of STEAM.Experience the STEAM content through hands-on activities, but also gain self-efficacy and a new view of their own capabilities as STEAM teachers. Gain access to the benefits of project-based learning through robotics.Discover the usefulness of Arduino in STEAM education.Provide basic trainingon topics such as controls,automatisms, robots and programmable machines. Get familiar with currentuse of robotics and coding in nowadays education trends. The speed of change in our society has been accelerating since the birth of the Internet. New technological tools are being introduced into our daily life more rapidly than ever before. Among a lot of various technological advancements, the speed of the changes that robotics technology has created has been drastically increasing in recent years. Despite all the drastic changes taking place in the world, public education has maintained almost the same system since its establishment in the middle of the nineteenth century. Although the requirements for an effective workforce have changed at the same speed as technological advancements, the majority of schools are continuing what was done in the past with little hope that they can adequately prepare students for the future. Some even state that if we could have teachers from the nineteenth-century time travel to our schools, they would have no problem teaching our students. Because current public education places a heavy emphasis on memorization, our schools and curriculum are astonishingly similar to those in the nineteenth century. When designing, constructing, programming, and documenting the development of autonomous robots or robotics projects, students not only learn how technology works, but they also apply the skills and content knowledge learned in school in a meaningful and exciting way. Educational robotics is rich with opportunities to integrate not only STEM but also many other disciplines, including literacy, social studies, dance, music, and art, while giving students the opportunity to find ways to work together to foster collaboration skills, express themselves using the technological tool, problem-solve, and think critically and innovatively. Educational robotics is a learning tool that enhances students’ learning experience through hands-on-mindon learning. Most of all, educational robotics provides a fun and exciting learning environment because of its hands-on nature and the integration of technology. This course aims to promote robotics in classroom by connecting robotics learning with STEAM (Science, Technology, Engineering, Art and Math), an educational framework that brings reality into the classroom by connecting different subjects together in a way that they will relate to both the real and business world and to each other.The main purposeof the course is to help teachers improve their knowledge in Robotics and STEAM education in their classroom.Involve teachers in learning activities related to technology, engineering, math, art and science (STEAM).Provide the theoretical background of STEAM.Experience the STEAM content through hands-on activities, but also gain self-efficacy and a new view of their own capabilities as STEAM teachers. Gain access to the benefits of project-based learning through robotics.Discover the usefulness of Arduino in STEAM education.Provide basic trainingon topics such as controls,automatisms, robots and programmable machines. Get familiar with currentuse of robotics and coding in nowadays education trends. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary,vocational, adult, special needs; – Teacher trainers; – Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Robotics in Steam Education (PDF) Testimonial It was been a pleasant experience, with kind and patient teachers. A good opportunity to learn in a nice atmosphere and interactively with teachers from other countries. Olga Coello VázquezSpain I learned a lot from the way the instructors communicate with the students. Thank you for everything! José Carlos Pinto MirandaPortugal Previous Next Related courses ### Environmental Education Summary Purpose Objectives Environmental Education (EE) aims at teaching children from a young age to be environmentally aware, offering the perfect chance for educators to build lifelong habits that could potentially make a significant difference in the future of our planet. Sustainability and Environment are recognized within public discourse as crucial topics. Consequently, it is essential to realize that the concept of Environmental Education is continually changing towards Education for Sustainable Development (ESD). ESD contains all the goals and principles of EE but it also aims at the transformation of human behavior in order to achieve sustainable living.  This course is appropriate for classroom teachers of every school level. It provides educators with the knowledge and skills necessary to incorporate Environmental Education into their school practice. Participants discuss the history, definition, and goals of EE and ESD; develop an understanding of the professional roles and instructional methods of environmental educators; become aware of the teaching strategies of EE; learn how to plan, develop and implement environmental activities and link them to a variety curriculum subjects. By the end of the training participants will have become inspired to engage young people in exploring environmental issues through interactive learning.  Understand what Education for Sustainable Development (ESD) is. Be able to identify relevant curriculum links to ESD activities. Understand how to engage and motivate young people to learn about the environment within different curriculum frameworks. Learn teaching methods and approaches of EE. Explore a range of thematic approaches to EE and be able to draw on these in the compilation of a program of EE. Take part in experiential environmental education activities. Introduce a process enabling teachers to identify and analyze local/school/community environmental issues and to develop related learning programs. Provide the opportunity to implement activities that promote active learning. Environmental Education (EE) aims at teaching children from a young age to be environmentally aware, offering the perfect chance for educators to build lifelong habits that could potentially make a significant difference in the future of our planet. Sustainability and Environment are recognized within public discourse as crucial topics. Consequently, it is essential to realize that the concept of Environmental Education is continually changing towards Education for Sustainable Development (ESD). ESD contains all the goals and principles of EE but it also aims at the transformation of human behavior in order to achieve sustainable living. This course is appropriate for classroom teachers of every school level. It provides educators with the knowledge and skills necessary to incorporate Environmental Education into their school practice. Participants discuss the history, definition, and goals of EE and ESD; develop an understanding of the professional roles and instructional methods of environmental educators; become aware of the teaching strategies of EE; learn how to plan, develop and implement environmental activities and link them to a variety curriculum subjects. By the end of the training participants will have become inspired to engage young people in exploring environmental issues through interactive learning.  Understand what Education for Sustainable Development (ESD) is. Be able to identify relevant curriculum links to ESD activities. Understand how to engage and motivate young people to learn about the environment within different curriculum frameworks. Learn teaching methods and approaches of EE. Explore a range of thematic approaches to EE and be able to draw on these in the compilation of a program of EE. Take part in experiential environmental education activities. Introduce a process enabling teachers to identify and analyze local/school/community environmental issues and to develop related learning programs. Provide the opportunity to implement activities that promote active learning. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary schools, lower secondary schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Environmental Education (PDF) Nicosia 6 daysFor more information click to download pdf file. Environmental Education (PDF) Milan 6 daysFor more information click to download pdf file. Environmental Education (PDF) Testimonial Thank you for this wonderful experience. This course has permitted me to know more about sustainability and meet the dreaming greek people. MARÍA ROSA REGUERO RUBIOSpain Thank you for the welcoming and great courses you offer. It is been a pleasure to have met such friendly people of Crete. I really learned and enjoyed it. ANA TERESA CARBONERO MORENOSpain Congratulations on your welcome and for the ATTENTION you have offered to us. I would return delighted. NOEMÍ JIMÉNEZ LÓPEZSpain Previous Next Related courses ### Stress Management in Schools Summary Purpose Objectives Stress is an inevitable and necessary -to a degree-component of life. Excessive stress can become a disease-promoting agent and constitutes a major health concern today. While some stressors can be avoided and others need to be confronted, in the end, a good balance of stress in one’s life can be healthy, and grow promoting in terms of one’s physical, social, emotional, and intellectual development. Stress coping strategies acquired through experience, vary individually, with some appropriate and successful, and others inappropriate and unsuccessful. Many of these coping strategies, however, are learned during the formative years of development. In essence,how appropriate an individual deals with stressful life events at various stages of development is determined, largely,by what was learned and reinforced during previous developmental stages. It is necessary, then, that timely and effective stress management education be provided and continued during the early stages of development (childhood through adolescence) to insurepositive coping responses as adults.Life skills can be taught to assist individuals successfully deal with stressful life events, even before they occur. Successfully coping with stressful events at an early age can minimize the acquisition of unhealthy stress coping responses, which could promote illness and disease. The goal of stress management education is not to shelter educators from stressful situations, but to help them develop the ability to respond to stressful events in a positive, constructive way. Confrontation with stressful situationsneeds to be encouraged rather than avoided. Develop skills at coping and handling stressful life events.Learn how to control reflex triggers and emotions.Learn how to deactivate stressors occurring in classrooms.Practice on building coping resources to solve tough challenges.Get familiar with how to handle mindfulness technique. Stress is an inevitable and necessary -to a degree-component of life. Excessive stress can become a disease-promoting agent and constitutes a major health concern today. While some stressors can be avoided and others need to be confronted, in the end, a good balance of stress in one’s life can be healthy, and grow promoting in terms of one’s physical, social, emotional, and intellectual development. Stress coping strategies acquired through experience, vary individually, with some appropriate and successful, and others inappropriate and unsuccessful. Many of these coping strategies, however, are learned during the formative years of development. In essence,how appropriate an individual deals with stressful life events at various stages of development is determined, largely,by what was learned and reinforced during previous developmental stages. It is necessary, then, that timely and effective stress management education be provided and continued during the early stages of development (childhood through adolescence) to insurepositive coping responses as adults.Life skills can be taught to assist individuals successfully deal with stressful life events, even before they occur. Successfully coping with stressful events at an early age can minimize the acquisition of unhealthy stress coping responses, which could promote illness and disease.The goal of stress management education is not to shelter educators from stressful situations, but to help them develop the ability to respond to stressful events in a positive, constructive way. Confrontation with stressful situationsneeds to be encouraged rather than avoided.Develop skills at coping and handling stressful life events.Learn how to control reflex triggers and emotions.Learn how to deactivate stressors occurring in classrooms.Practice on building coping resources to solve tough challenges.Get familiar with how to handle mindfulness technique. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers (preschool, primary, secondary, vocational, adult, special needs), teacher trainers, careers officers, educational counselors, school psychologists, headteachers, principals, managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Stress Management in Schools (PDF) Nicosia 6 daysFor more information click to download pdf file. Stress Management in Schools (PDF) Testimonial I would recommend ErasmusLearn because you are doing your best to have a good learning environment. Choose the stress management course and you get both theoretical and practical information. You will absolutely need this in all settings ( at school, at home, etc.). You will also enjoy Crete. Kamil KocNorway After this course, I feel richer as a person. I confirmed that it is important for me and my job, to know who I am, what I need, and what I want. The course was of high quality. Our teacher Kostis was a great person and like a teacher. I met wonderful people and I share experiences with them. Thank you for the excellent experience. Slavica ŽUŽIĆCroatia It was one of the most enriching experiences in my life. Thank you from the bottom of my heart! Katarina LončarCroatia I had a very nice time met great instructors and new friends. ErasmusLearn is a nice organisation with very friendly instructors! Nataša Bajić PetehCroatia Previous Next Related courses ### Prevention of Violence and Child Abuse Summary Objectives In an everyday changing environment, it is vital for schools to be able to identify violent behavior among students in a prior stage in order to implement prevention strategies that affect the entire community. Teachers are often in a sticky position when it comes to school violence, a fact that puts them at risk for much of the same abuse as children in their schools,but also assigns them the role of protector for a good part of each day. While school violence is everyone’s problem, teachers are in a valuable position when it comes to spotting signs of a problem long before it escalates. They are also relied on by parents to help them get through the children when they are at a loss and feel as if they have tried everything else. As an adult with the potential to gain children’s trust, a teacher can be there for a child who may not feel like he or she can turn to anyone else. With the tools provided on this seminar,educators will be ready to deal with them and do their part in combating school violence from the unique and powerful position that they are in. There are certain things that a teacher can do to help prevent school violence. While no one can control how things are going to go, they can help make some changes that might even stop one violent attack in a school. The focus of the course will be the primary prevention with concrete information on how to recognize the warning signs that could indicate a problem so educators can possibly do something to help before the problem escalates. Participants will get familiar with different types of violence and child abuse and will learn how to respond to these situations to children in an appropriate way. The program will help teachers strengthen young people’s abilities to effectively solve difficulties that arise and their opportunities to participate in pre-social activities that can significantly reduce the risk for violence. School-based violence prevention programs have been proven to reduce rates of aggression and violent behavior among students. In an everyday changing environment, it is vital for schools to be able to identify violent behavior among students in a prior stage in order to implement prevention strategies that affect the entire community. Teachers are often in a sticky position when it comes to school violence, a fact that puts them at risk for much of the same abuse as children in their schools,but also assigns them the role of protector for a good part of each day. While school violence is everyone’s problem, teachers are in a valuable position when it comes to spotting signs of a problem long before it escalates. They are also relied on by parents to help them get through the children when they are at a loss and feel as if they have tried everything else. As an adult with the potential to gain children’s trust, a teacher can be there for a child who may not feel like he or she can turn to anyone else. With the tools provided on this seminar,educators will be ready to deal with them and do their part in combating school violence from the unique and powerful position that they are in.There are certain things that a teacher can do to help prevent school violence. While no one can control how things are going to go, they can help make some changes that might even stop one violent attack in a school. The focus of the course will be the primary prevention with concrete information on how to recognize the warning signs that could indicate a problem so educators can possibly do something to help before the problem escalates. Participants will get familiar with different types of violence and child abuse and will learn how to respond to these situations to children in an appropriate way. The program will help teachers strengthen young people’s abilities to effectively solve difficulties that arise and their opportunities to participate in pre-social activities that can significantly reduce the risk for violence. School-based violence prevention programs have been proven to reduce rates of aggression and violent behavior among students. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers workingin kindergartens, primary schools, secondary schools, head teachers, managers. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Prevention of Violence and Child Abuse (PDF) Testimonial It was a lovely experience. The exercises thought me about how the students are filling in difficult situations and how important is the prevention of violence. Ali NelidaRomania I learned more about myself and my students. Emotions, and empathy, prevent violence in my school and my life. It was a unique and memorable experience. Magdalena SICRIERURomania I think that every teacher should have such an experience for his development and to understand better student's needs and feelings. Sultan CristinaRomania Previous Next Related courses ### Reducing Early School Leaving - Treatment and Prevention of Dropouts Summary Objectives Every year in Europe thousands of young people, leave school within their attendance without completing education initiated; a fact that leads to the consequence that there is no possibility of training, employment outlook and often leads to deadlock professional and social exclusion. In this course, we will initially highlight the role of the school in the treatment and prevention of dropouts and the contribution of school not only in learning, but also to the positive development and promotion of mental health of students. We will present the research data on school dropout in Europe and then we will focus on early, holistic, psycho-pedagogical interventions at primary level, which contribute to the integration, highlighting the role of cooperation and supportive relationship of the school and the family. The course is designed to be a basic introduction to preventive actions in order to avoid creating the conditions that lead to the process of early school leaving and intervention at school level, individuals and families. It aims to present the applicable international main intervention models and countervailing measures that create new opportunities for those who prematurely abandoned school so they can be reintegrated in the education and training system. The course will enable the training of teachers in streamlining material, in the production of complementary teaching material, as well as in smooth transition issues from one type of school to another, to avoid dropout “During the transition”. Participants will attend timely educational interventions, beginning early in the Primary school, before appearing the danger signs of leaving school and ways of activating the school community members to contribute positively to school involvement of students. The seminar may include work and the use of specific techniques in the classroom, counseling in the classroom, in parents home or even in a street of the neighborhood. We will present approaches that are depending on the conditions under which the problems occur and on the temperament of the child. Finally, the important role of the school psychologist will be highlighted. Every year in Europe thousands of young people, leave school within their attendance without completing education initiated; a fact that leads to the consequence that there is no possibility of training, employment outlook and often leads to deadlock professional and social exclusion. In this course, we will initially highlight the role of the school in the treatment and prevention of dropouts and the contribution of school not only in learning, but also to the positive development and promotion of mental health of students. We will present the research data on school dropout in Europe and then we will focus on early, holistic, psycho-pedagogical interventions at primary level, which contribute to the integration, highlighting the role of cooperation and supportive relationship of the school and the family. The course is designed to be a basic introduction to preventive actions in order to avoid creating the conditions that lead to the process of early school leaving and intervention at school level, individuals and families. It aims to present the applicable international main intervention models and countervailing measures that create new opportunities for those who prematurely abandoned school so they can be reintegrated in the education and training system. The course will enable the training of teachers in streamlining material, in the production of complementary teaching material, as well as in smooth transition issues from one type of school to another, to avoid dropout “During the transition”. Participants will attend timely educational interventions, beginning early in the Primary school, before appearing the danger signs of leaving school and ways of activating the school community members to contribute positively to school involvement of students. The seminar may include work and the use of specific techniques in the classroom, counseling in the classroom, in parents home or even in a street of the neighborhood. We will present approaches that are depending on the conditions under which the problems occur and on the temperament of the child. Finally, the important role of the school psychologist will be highlighted. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Reducing Early School Leaving (PDF) Athens 1 weekFor more information click to download pdf file. Reducing Early School Leaving (PDF) Paris 6 daysFor more information click to download pdf file. Reducing Early School Leaving (PDF) Testimonial Erasmus Learn experience was amazing! Wonderful people, you meet once in a lifetime. Adela Catalina POTOPRomania Engaged persons who make interesting days for teachers. Nice staff with a lot of interesting exercises and examples to take home, to our own school! Carola VikstenSweden Great and engaging course with well-educated speakers and instructors! Paulina SundqvistSweden Great experience !! Apart from learning from the organization's professionals, I love sharing experiences with educators from other countries. I feel that it is worth it. Aiala MezcortaSpain Related courses ### 3D Printing and Robotics in Education Summary Purpose Objectives 3D printers are receiving a lot of interest in the educational space, and are frequently cited as a new catalyst for learning. Certainly, this revolutionary technology is helping teachers to reach a level of student engagement that is almost impossible to recreate from a textbook. 3D printing or additive manufacturing is a process of making three dimensional solid objects from a digital file. The creation of a 3D printed object is achieved using additive processes. In an additive process an object is created by laying down successive layers of material until the object is created. Each of these layers can be seen as a thinly sliced cross-section of the object. The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. Applying 3D printing in education has a wide variety of important uses in primary and secondary schools, universities, libraries, technical colleges, and other educational settings. Engineering, chemistry, math, biology and architecture, just to name a few, all make use of 3D printers, but the real advantages lie in the development of imagination and creativity. 3D printing is one tool that helps students conceptualize and visualize their designs as they develop their work from the development stages of a sketch to the final product. Feeding students’ creativity skills can help develop a passion for original thinking and creativity that can later be applied in business. 3D printing promotes students achievements and also prepares them for a university education. They develop the confidence that allows them to pursue challenging courses such as those in STEM fields. As students explore and grow their imaginations, it cultivates innovation where the student creates their own unique 3D projects that can help train others as well as solve problems. Arduino is an open-source electronics platform based on easy-to-use hardware and software. Arduino boards are able to read inputs – light on a sensor, a finger on a button, or a Twitter message – and turn it into an output – activating a motor, turning on an LED, publishing something online. You can tell your board what to do by sending a set of instructions to the microcontroller on the board. To do so you use the Arduino programming language (based on Wiring), and the Arduino Software (IDE), based on Processing. Thanks to its simple and accessible user experience, Arduino has been used in thousands of different projects and applications. The Arduino software is easy-to-use for beginners, yet flexible enough for advanced users. Teachers and students use it to build low cost scientific instruments, to prove chemistry and physics principles, or to get started with programming and robotics. Arduino boards are relatively inexpensive compared to other microcontroller platforms. The least expensive version of the Arduino module can be assembled by hand, and even the pre-assembled Arduino modules cost less than €10. When designing, constructing, programming, and documenting the development of autonomous robots or robotics projects, students not only learn how technology works, but they also apply the skills and content knowledge learned in school in a meaningful and exciting way. Educational robotics is rich with opportunities to integrate not only STEM but also many other disciplines, including literacy, social studies, dance, music, and art, while giving students the opportunity to find ways to work together to foster collaboration skills, express themselves using the technological tool, problem-solve, and think critically and innovatively. Educational robotics is a learning tool that enhances students’ learning experience through hands-on mind-on learning. Most importantly, educational robotics provides a fun and exciting learning environment because of its hands-on nature and the integration of technology. The combination of 3D printing and Arduino can lead to results that have great benefits in all fields of education and at the same time it can trigger imagination and creativity of students, leading them to the future of education. This course aims to combine 3D printing and robotics in classroom in order to create significant educational tools that make an important impact in teaching. These tools,except from their use in teaching several subjects, can also become very important in waking up students’ creativity and interest for the lesson! Realize the philosophy behind 3D printing. Fire imagination. Instill spatial intelligence. Help students prepare for the future. Access the benefits of project-based learning through robotics. Discover the usefulness of Arduino in education. Boost computational thinking. Provide basic training on topics such as controls, automatisms, robots and programmable machines. Realize the benefits of the combination of 3D printing and robotics. Create educational artifacts with the use of technology. 3D printers are receiving a lot of interest in the educational space, and are frequently cited as a new catalyst for learning. Certainly, this revolutionary technology is helping teachers to reach a level of student engagement that is almost impossible to recreate from a textbook. 3D printing or additive manufacturing is a process of making three dimensional solid objects from a digital file. The creation of a 3D printed object is achieved using additive processes. In an additive process an object is created by laying down successive layers of material until the object is created. Each of these layers can be seen as a thinly sliced cross-section of the object. The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. Applying 3D printing in education has a wide variety of important uses in primary and secondary schools, universities, libraries, technical colleges, and other educational settings. Engineering, chemistry, math, biology and architecture, just to name a few, all make use of 3D printers, but the real advantages lie in the development of imagination and creativity. 3D printing is one tool that helps students conceptualize and visualize their designs as they develop their work from the development stages of a sketch to the final product. Feeding students’ creativity skills can help develop a passion for original thinking and creativity that can later be applied in business. 3D printing promotes students achievements and also prepares them for a university education. They develop the confidence that allows them to pursue challenging courses such as those in STEM fields. As students explore and grow their imaginations, it cultivates innovation where the student creates their own unique 3D projects that can help train others as well as solve problems. Arduino is an open-source electronics platform based on easy-to-use hardware and software. Arduino boards are able to read inputs – light on a sensor, a finger on a button, or a Twitter message – and turn it into an output – activating a motor, turning on an LED, publishing something online. You can tell your board what to do by sending a set of instructions to the microcontroller on the board. To do so you use the Arduino programming language (based on Wiring), and the Arduino Software (IDE), based on Processing. Thanks to its simple and accessible user experience, Arduino has been used in thousands of different projects and applications. The Arduino software is easy-to-use for beginners, yet flexible enough for advanced users. Teachers and students use it to build low cost scientific instruments, to prove chemistry and physics principles, or to get started with programming and robotics. Arduino boards are relatively inexpensive compared to other microcontroller platforms. The least expensive version of the Arduino module can be assembled by hand, and even the pre-assembled Arduino modules cost less than €10. When designing, constructing, programming, and documenting the development of autonomous robots or robotics projects, students not only learn how technology works, but they also apply the skills and content knowledge learned in school in a meaningful and exciting way. Educational robotics is rich with opportunities to integrate not only STEM but also many other disciplines, including literacy, social studies, dance, music, and art, while giving students the opportunity to find ways to work together to foster collaboration skills, express themselves using the technological tool, problem-solve, and think critically and innovatively. Educational robotics is a learning tool that enhances students’ learning experience through hands-on mind-on learning. Most importantly, educational robotics provides a fun and exciting learning environment because of its hands-on nature and the integration of technology. The combination of 3D printing and Arduino can lead to results that have great benefits in all fields of education and at the same time it can trigger imagination and creativity of students, leading them to the future of education. This course aims to combine 3D printing and robotics in classroom in order to create significant educational tools that make an important impact in teaching. These tools,except from their use in teaching several subjects, can also become very important in waking up students’ creativity and interest for the lesson! Realize the philosophy behind 3D printing. Fire imagination. Instill spatial intelligence. Help students prepare for the future. Access the benefits of project-based learning through robotics. Discover the usefulness of Arduino in education. Boost computational thinking. Provide basic training on topics such as controls, automatisms, robots and programmable machines. Realize the benefits of the combination of 3D printing and robotics. Create educational artifacts with the use of technology. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. 3D Printing and Robotics in Education (PDF) Testimonial All the staff was very kind and welcoming. The course was interesting and useful. Concetta Elsa RennaItaly I have been very happy with you. Thank you! Giuseppe MonteItaly Previous Next Related courses ### Intercultural Education Summary Purpose Objectives In order to address the problems encountered in recent decades after the influx of immigrants in educational contexts in Europe and the US, experimental education models were elaborated and applied in order to smooth integration and psychological-social adjustment and learning of students of various national and cultural groups in the education systems of countries hosting migrants. The various forms of educational approaches are known with different definitions such as multicultural, intercultural or antiracist education, education for diversity and citizenship, critical intercultural approach, education for equality and peace, global education, etc. The seminar focuses on teachers of every level and all those who work with young people and wish to learn about the educational practices and school programs for students of different national/cultural groups. It is designed to be a basic introduction, with children’s activities that are defined by age. There will be presented advices on the methodology and supporting guidance for those who wish to delve deeper into this topic. The educational approach of the course emphasizes more the practical rather than the theoretical level so that all the benefits of the seminar can be implied in the classroom.  Increase cultural pluralism in education.Guide participants how to approach diversity and similarity based on culture.Raise awareness and reflection against every form of racism and social discrimination.Strengthen the role of teachers in promoting students’ psychosocial adjustment.Provide teachers with tools and skills coping bullying, racist speech and racist consequences regardless of intent.  In order to address the problems encountered in recent decades after the influx of immigrants in educational contexts in Europe and the US, experimental education models were elaborated and applied in order to smooth integration and psychological-social adjustment and learning of students of various national and cultural groups in the education systems of countries hosting migrants. The various forms of educational approaches are known with different definitions such as multicultural, intercultural or antiracist education, education for diversity and citizenship, critical intercultural approach, education for equality and peace, global education, etc.The seminar focuses on teachers of every level and all those who work with young people and wish to learn about the educational practices and school programs for students of different national/cultural groups. It is designed to be a basic introduction, with children’s activities that are defined by age. There will be presented advices on the methodology and supporting guidance for those who wish to delve deeper into this topic. The educational approach of the course emphasizes more the practical rather than the theoretical level so that all the benefits of the seminar can be implied in the classroom. Increase cultural pluralism in education.Guide participants how to approach diversity and similarity based on culture.Raise awareness and reflection against every form of racism and social discrimination.Strengthen the role of teachers in promoting students’ psychosocial adjustment.Provide teachers with tools and skills coping bullying, racist speech and racist consequences regardless of intent.  Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Intercultural Education (PDF) Nicosia 6 daysFor more information click to download pdf file. Intercultural Education (PDF) Testimonial Wonderful experience in Heraklion: a city full of colors, great people with huge hearts. I will definitely come back. Find a course where I learned useful things to become a better version of teacher and of myself. Serena MazzoneItaly Very nice teachers and interesting course, highly recommended! Cécile BouricFrance Previous Next Related courses ### Without Borders: Intercultural Education through Innovative tools and ICT Summary Purpose Objectives Migration is a multidimensional and multilevel phenomenon. Its complexity is due to the fact that it isassociated with human evolution and it concerns many areas, such as economic policy and culture, but alsopsychology and sociology. The intercultural approach to a group of learners is expressed through a processwhere the emphasis is on getting to know and interact with the different cultures that make up a society.Cultural diversity is undoubtedly reflected in the public school. The classroom environment itself, whenjudged to be ‘intercultural’, aims to create a climate of cooperation and communication, acceptance andrespect for the particularity of the ‘other’ and to provide equal access to every area of life. The aim of the course is to empower educators to develop intercultural approach and creative utilization of innovative  educational materialsin the field of intercultural education and training with original activities.By the end of the course trainees will have develop a set of social and communicational skills that allow individuals to recognizeand accept diversity and to creatively exploit the various elements associated with it, to be able to functionin contexts where different cultures intersect codes, to have the ability to review and adjust previous views and attitudes.At the practical level,that is, at the classroom level, the interculturalapproach through interpretive techniques in this particular seminar will serve as a guide to enable theteacher to successfully manage different types of situations resulting from diversity. Promote intercultural education and training of students in a multicultural classroom.Increase cultural pluralism in education.Understand the value of different identities.Develop positive expectations for each participant’s learning and self- improvement opportunities.Create a climatein the classroom with positivecharacteristics such as positivecommunication,collaboration, meaningful interaction.Develop empathy and acceptance among trainers and trainees.Learn how to use experiential activities and ICT for the creative use of existing educational materialrelative to refugees.Get familiar with original interpretative cultural heritage techniques and creativity practices. Migration is a multidimensional and multilevel phenomenon. Its complexity is due to the fact that it isassociated with human evolution and it concerns many areas, such as economic policy and culture, but alsopsychology and sociology. The intercultural approach to a group of learners is expressed through a processwhere the emphasis is on getting to know and interact with the different cultures that make up a society.Cultural diversity is undoubtedly reflected in the public school. The classroom environment itself, whenjudged to be ‘intercultural’, aims to create a climate of cooperation and communication, acceptance andrespect for the particularity of the ‘other’ and to provide equal access to every area of life.The aim of the course is to empower educators to develop intercultural approach and creative utilization of innovative  educational materialsin the field of intercultural education and training with original activities.By the end of the course trainees will have develop a set of social and communicational skills that allow individuals to recognizeand accept diversity and to creatively exploit the various elements associated with it, to be able to functionin contexts where different cultures intersect codes, to have the ability to review and adjust previous views and attitudes.At the practical level,that is, at the classroom level, the interculturalapproach through interpretive techniques in this particular seminar will serve as a guide to enable theteacher to successfully manage different types of situations resulting from diversity.Promote intercultural education and training of students in a multicultural classroom.Increase cultural pluralism in education.Understand the value of different identities.Develop positive expectations for each participant’s learning and self- improvement opportunities.Create a climatein the classroom with positivecharacteristics such as positivecommunication,collaboration, meaningful interaction.Develop empathy and acceptance among trainers and trainees.Learn how to use experiential activities and ICT for the creative use of existing educational materialrelative to refugees.Get familiar with original interpretative cultural heritage techniques and creativity practices. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Primary school teachers, secondary school teachers, members of organizations for supporting refugees, volunteers and citizens that are interested in training of social sensitive groups. Methods & Tools Team building role playing, project method, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Without Borders (PDF) Related courses ### ICT and Digital Tools in Education Summary Purpose Objectives Teachers today face with many challenges. While integrating technology in the classroom should be something all teachers enthusiastically embrace, the rapid onslaught of new tools has left teachers overwhelmed and unmotivated. Many schools have invested in hardware, software,and internet access but in order for the curriculum to be truly integrated, teachers must also invest their time and effort to learn how to enhance their lessons with the various tools at their disposal. The instructional goal, therefore, of the first professional development series is that given a standards-based instructional goal, the teachers will select the appropriate ICT and digital tools to integrate into the curriculum producing activities with these that promotes 21st Century Skills. The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of ICT education and promote equal learning, participation and learning opportunities for all students. The course aims to be practical and with the use of digital tools to enable teachers to create their own educational material and apply participatory techniques in order to complete the needs of the modern education and make the lesson more flexible and attractive for young learners. The project aims for the participants to:Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own.Know some of the imperatives that drive change in educational practices.Learn about new digital tools.Get familiar with ICT, digital storytelling and their emerging role in contemporary education.Plan and design effective learning experiences supported by contemporary ICT technologies.Gain basic knowledge, skills and understanding of concepts related to digital tools technology integration.Integrate and utilize technology in their instruction. Teachers today face with many challenges. While integrating technology in the classroom should be something all teachers enthusiastically embrace, the rapid onslaught of new tools has left teachers overwhelmed and unmotivated. Many schools have invested in hardware, software,and internet access but in order for the curriculum to be truly integrated, teachers must also invest their time and effort to learn how to enhance their lessons with the various tools at their disposal. The instructional goal, therefore, of the first professional development series is that given a standards-based instructional goal, the teachers will select the appropriate ICT and digital tools to integrate into the curriculum producing activities with these that promotes 21st Century Skills.The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of ICT education and promote equal learning, participation and learning opportunities for all students. The course aims to be practical and with the use of digital tools to enable teachers to create their own educational material and apply participatory techniques in order to complete the needs of the modern education and make the lesson more flexible and attractive for young learners.The project aims for the participants to:Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own.Know some of the imperatives that drive change in educational practices.Learn about new digital tools.Get familiar with ICT, digital storytelling and their emerging role in contemporary education.Plan and design effective learning experiences supported by contemporary ICT technologies.Gain basic knowledge, skills and understanding of concepts related to digital tools technology integration.Integrate and utilize technology in their instruction. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary, secondary schools. Independent educators. Managing staff and directors of all level schools and educational organizations. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. ICT and Digital Tools in Education (PDF) Prague 6 daysFor more information click to download pdf file. ICT and Digital Tools in Education (PDF) Milan 6 daysFor more information click to download pdf file. ICT and Digital Tools in Education (PDF) Related courses ### ICT, VR and Digital Tools in Education Summary Purpose Objectives Teachers today face with many challenges. While integrating technology in the classroom should besomething all teachers enthusiastically embrace, the rapid onslaught of new tools has left teachersoverwhelmed and unmotivated. Many schools have invested in hardware, software,and internet access butin order for the curriculum to be truly integrated, teachers must also invest their time and effort to learn howto enhance their lessons with the various tools at their disposal. Furthermore, Virtual reality (VR) is asimulated experience that uses position tracking and 3D near-eye displays to immerse the viewer in avirtual world. Virtual reality has applications in business, education (such as medical or military training),and entertainment (especially video games) (such as virtual meetings). The instructional goal, therefore, ofthe first professional development series is that given a standards-based instructional goal, the teacherswill select the appropriate ICT and digital tools to integrate into the curriculum producing activities withthese that promotes 21st Century Skills. The aim of the course is to provide knowledge on contemporary educational approaches that draw on theprinciples of ICT education, distance learning and Virtual Reality and promote equal learning, participationand learning opportunities for all students. The course aims to be practical and with the use of digital tools toenable teachers to create their own educational material and apply participatory techniques in order tocomplete the needs of the modern education and make the lesson more flexible and attractive for younglearners. The project aims for the participants to:Realize the importance of digital expectancy and creativity in Modern School. Know the importance of introducing digital pedagogies in classrooms.Discover new methodologies for online learning. Differentiate new trends in digital pedagogies.Learn about new digital tools. Get familiar with ICT, digital storytelling and their emerging role in contemporary education.Plan and design effective learning experiences supported by contemporary ICT technologies.Be able to schedule and apply hybrid lessons.Approach to Virtual Reality.Offer resources that attract student motivation. Encourage the cooperative work of students through online platforms.Plan, design and create an interactive virtual platform.Create educational material for onlineenvironments.Create a virtual campus that allows students to be protagonists of the learning process Teachers today face with many challenges. While integrating technology in the classroom should besomething all teachers enthusiastically embrace, the rapid onslaught of new tools has left teachersoverwhelmed and unmotivated. Many schools have invested in hardware, software,and internet access butin order for the curriculum to be truly integrated, teachers must also invest their time and effort to learn howto enhance their lessons with the various tools at their disposal. Furthermore, Virtual reality (VR) is asimulated experience that uses position tracking and 3D near-eye displays to immerse the viewer in avirtual world. Virtual reality has applications in business, education (such as medical or military training),and entertainment (especially video games) (such as virtual meetings). The instructional goal, therefore, ofthe first professional development series is that given a standards-based instructional goal, the teacherswill select the appropriate ICT and digital tools to integrate into the curriculum producing activities withthese that promotes 21st Century Skills.The aim of the course is to provide knowledge on contemporary educational approaches that draw on theprinciples of ICT education, distance learning and Virtual Reality and promote equal learning, participationand learning opportunities for all students. The course aims to be practical and with the use of digital tools toenable teachers to create their own educational material and apply participatory techniques in order tocomplete the needs of the modern education and make the lesson more flexible and attractive for younglearners.The project aims for the participants to:Realize the importance of digital expectancy and creativity in Modern School. Know the importance of introducing digital pedagogies in classrooms.Discover new methodologies for online learning. Differentiate new trends in digital pedagogies.Learn about new digital tools. Get familiar with ICT, digital storytelling and their emerging role in contemporary education.Plan and design effective learning experiences supported by contemporary ICT technologies.Be able to schedule and apply hybrid lessons.Approach to Virtual Reality.Offer resources that attract student motivation. Encourage the cooperative work of students through online platforms.Plan, design and create an interactive virtual platform.Create educational material for onlineenvironments.Create a virtual campus that allows students to be protagonists of the learning process Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary, secondary schools. Independent educators. Managing staff anddirectors of all level schools and educational organizations. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. ICT, VR and Digital Tools in Education (PDF) Madrid 5 daysFor more information click to download pdf file. ICT, VR and Digital Tools in Education (PDF) Related courses ### The Social Media Classroom Summary Purpose Objectives The term “social media” includes all those forms of digital technology that allow as to communicate and share information or “content” with others using the internet. Social media include everything from blogs, wikis, and podcast to Facebook, Instagram, Twitter, YouTube, websites and apps. Social media are ideal for educators because they are nimble, flexible, easy to use and often very powerful: they focus on doing one thing only and on doing that thing well. Moreover, with social media students can participate easily in the creation of content, websites and their own learning spaces, meaning that these tools can be student– and class-focused rather than teacher-driven. If used correctly, social media can have many benefits in the educational setting, depending on the task and the type of media employed. With the rapid advancement of technology, it is challenging for teachers and educators to ensure that learning design approaches remain current. Teachers are expected to be up-todate on -and be proficient in the newest technology in the classroom. While using various technologies to supplement learning is attractive, the use of these tools is not always intuitive. It can be difficult for instructors to maintain best practices of pedagogy while continuously learning and relearning how to incorporate emerging technologies. One group of technologies that is increasingly of interest to instructors is social media. Social media are webbased platforms that facilitate collaboration, interaction, and ex-change of user- generated content. Sites such as Facebook, Twitter, YouTube, Instagram, and various wiki- style sites are integrated firmly into the personal lives of most students, allowing faculty the opportunity to customize course material to facilitate and accomplish learning expectations and goals. This course is designed to help teachers and educators understand how to incorporate very popular tech trends – social media, blogging, web-based tools – into the classroom. Through a series of theoretical lectures and practical workshops teachers are expected to get familiar with social media and become able of using them in the classroom for education purposes.  Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own. Know some of the imperatives that drive change in educational practices. Explore new ways in teaching through social media and web tools. Provide school education staff with practical ideas on how they can incorporate technology into their existing teaching programs. Familiarize school education staff with using social media during classroom activities. Enable school education staff to become confident and competent enough to create a collaborative, interactive classroom experience for their students through the use of the ICT and social media. Use different Social Media in the classroom: managing groups, interacting, communicating, sharing materials. Make a search easier, create playlist about different topics, share and embed videos and playlists. Propose tasks and exercises through Social Media. The term “social media” includes all those forms of digital technology that allow as to communicate and share information or “content” with others using the internet. Social media include everything from blogs, wikis, and podcast to Facebook, Instagram, Twitter, YouTube, websites and apps. Social media are ideal for educators because they are nimble, flexible, easy to use and often very powerful: they focus on doing one thing only and on doing that thing well. Moreover, with social media students can participate easily in the creation of content, websites and their own learning spaces, meaning that these tools can be student– and class-focused rather than teacher-driven. If used correctly, social media can have many benefits in the educational setting, depending on the task and the type of media employed. With the rapid advancement of technology, it is challenging for teachers and educators to ensure that learning design approaches remain current. Teachers are expected to be up-todate on -and be proficient in the newest technology in the classroom. While using various technologies to supplement learning is attractive, the use of these tools is not always intuitive. It can be difficult for instructors to maintain best practices of pedagogy while continuously learning and relearning how to incorporate emerging technologies. One group of technologies that is increasingly of interest to instructors is social media. Social media are webbased platforms that facilitate collaboration, interaction, and ex-change of user- generated content. Sites such as Facebook, Twitter, YouTube, Instagram, and various wiki- style sites are integrated firmly into the personal lives of most students, allowing faculty the opportunity to customize course material to facilitate and accomplish learning expectations and goals. This course is designed to help teachers and educators understand how to incorporate very popular tech trends – social media, blogging, web-based tools – into the classroom. Through a series of theoretical lectures and practical workshops teachers are expected to get familiar with social media and become able of using them in the classroom for education purposes.  Understand the concept digital pedagogy and the need for developing a digital pedagogy of your own. Know some of the imperatives that drive change in educational practices. Explore new ways in teaching through social media and web tools. Provide school education staff with practical ideas on how they can incorporate technology into their existing teaching programs. Familiarize school education staff with using social media during classroom activities. Enable school education staff to become confident and competent enough to create a collaborative, interactive classroom experience for their students through the use of the ICT and social media. Use different Social Media in the classroom: managing groups, interacting, communicating, sharing materials. Make a search easier, create playlist about different topics, share and embed videos and playlists. Propose tasks and exercises through Social Media. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers (primary, secondary, vocational, adult, special needs), Teacher trainers, Careers officers,educational guides and counsellors, Headteachers – Principals – Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. The Social Media Classroom (PDF) Prague 6 daysFor more information click to download pdf file. The Social Media Classroom (PDF) Related courses ### Distance Education Summary Purpose Objectives “Digital Tools and Methods for a Flexible and Modern Education”Distance learning, also called distance education, e-learning, and online learning, is a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. Distance education was born and founded with the aim of democratizing access to educational practice. For many years it was a meeting place for trainees who needed flexibility or where unable to physically attend the lessons.Through the years, globalization, spread of knowledge and ideas and development of internet and digital means have made e-learning a most important tool for education. Especially nowadays during a global pandemic, the demands for so-called “social distancing” have led fatally to the search for solutions at a distance. The COVID-19 pandemic has brought huge transformations in the way we communicate and act worldwide.The educational process could not be left unaffected. Distance education seem to be the only answer, so that students could communicate and interact both with the teaching material and with their “important others”, their classmates. Nevertheless distance learning is more than a temporary solution through the pandemic· it is a modern and powerful tool for the development of education and the spread of knowledge in the global community. A distance learning program can be completely distance learning, or a combination of distance learning and traditional classroom instruction (called hybrid or blended). While skilled educators will continue to be an integral part of every student’s life, technology will bridge the physical spaces between teachers and learners. In this context, the purpose of this course is to acquaint teachers with the basic principles of distance education in practice, help them realize it’s importance and make them creative and competitive for the needs of an everyday developing world. The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of distance education and promote equal learning, participation and learning opportunities for all students. The course aims to be practical and with the use of digital tools to enable teachers to create their own educational material and apply participatory techniques in order to complete the needs of the modern education and make the lesson more flexible and attractive for young learners. After the completion of the course participants will be able to:Realize the importance of digital expectancy and creativity in Modern School.Recognize the differences between synchronous and asynchronous distance education.Adapt their teaching according to the audience to which they will address.Select and utilize digital tools and platforms.Create educational material for online environments.Develop video lessons.Gain the basic principles of gamefication and game-based digital learning. Be able to schedule and apply hybrid lessons. “Digital Tools and Methods for a Flexible and Modern Education”Distance learning, also called distance education, e-learning, and online learning, is a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. Distance education was born and founded with the aim of democratizing access to educational practice. For many years it was a meeting place for trainees who needed flexibility or where unable to physically attend the lessons.Through the years, globalization, spread of knowledge and ideas and development of internet and digital means have made e-learning a most important tool for education. Especially nowadays during a global pandemic, the demands for so-called “social distancing” have led fatally to the search for solutions at a distance. The COVID-19 pandemic has brought huge transformations in the way we communicate and act worldwide.The educational process could not be left unaffected. Distance education seem to be the only answer, so that students could communicate and interact both with the teaching material and with their “important others”, their classmates. Nevertheless distance learning is more than a temporary solution through the pandemic· it is a modern and powerful tool for the development of education and the spread of knowledge in the global community. A distance learning program can be completely distance learning, or a combination of distance learning and traditional classroom instruction (called hybrid or blended). While skilled educators will continue to be an integral part of every student’s life, technology will bridge the physical spaces between teachers and learners. In this context, the purpose of this course is to acquaint teachers with the basic principles of distance education in practice, help them realize it’s importance and make them creative and competitive for the needs of an everyday developing world.The aim of the course is to provide knowledge on contemporary educational approaches that draw on the principles of distance education and promote equal learning, participation and learning opportunities for all students. The course aims to be practical and with the use of digital tools to enable teachers to create their own educational material and apply participatory techniques in order to complete the needs of the modern education and make the lesson more flexible and attractive for young learners.After the completion of the course participants will be able to:Realize the importance of digital expectancy and creativity in Modern School.Recognize the differences between synchronous and asynchronous distance education.Adapt their teaching according to the audience to which they will address.Select and utilize digital tools and platforms.Create educational material for online environments.Develop video lessons.Gain the basic principles of gamefication and game-based digital learning. Be able to schedule and apply hybrid lessons. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary, secondary schools. Independent educators. Managing staff and directors of all level schools and educational organizations. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Distance Education (PDF) Related courses ### Preventing Cyber-Bullying In Schools Summary Purpose Objectives The behavior of young people on the Internet is simply an extension and reflection of the attitudes and forms of discrimination adults models on a regular basis in the physical world.Online activities that support communications for interpersonal, recreation, commercial, education, and government purposes have enabled variations of so-called Internet culture to emerge throughout the amorphous realm of cyberspace where youth and adults interact in ways that extend their activities, experiences, and associations. They do so in largely unmonitored, unregulated, and unsanctioned ways. What a person would rarely —if ever— contemplate doing in person, they may do online because they can, or believe they can, get away with it. When it comes to bullying online, this is especially true of youth and young adults. Hence, online bullying by and among youth and young adults is today an integral aspect of what we will explain as the digital culture of contemporary youth.Cyberbullying, or what some people call “Internet aggression,” “Internet bullying,” or “digital harassment,” involves using computers or other information computing technology (ICT) devices, such as personal digital assistants or cell phones in which the Internet is relied on to support various types and combinations of written or audible interpersonal communications such as e-mail, instant messaging, texting via cell phones, and myriad other social computing activities including electronic gaming, blogging, chatting or posting messages, images and videos onto web pages and so on, to embarrass, harass, intimidate, threaten, or otherwise cause harm to individuals targeted for such abuse.Before digital media, bullies in school focused on their targets in person. Teachers and schools could witness the bullying and take steps to prevent it during the school day. Cyberbullying has taken school day bullying to the next level, however, seeping into evenings and weekends and making it harder for schools to intervene. However, cyberbullying training for teachers can change all of that, creating a safe, supportive environment for all kids—even after school hours. Cyber bullying is an issue for many students. According to Cyberbullying Research Center about 37% of young people between the ages of 12 and 17 have been bullied online and 30% of them have had it happen more than once. Although most children are not bullied on the school premises, half of those who had been cyber bullied noted that they had been targeted by another student from school. As this problem grows, it is important for students, parents and educators to understand the effects of cyberbullying and what can be done to prevent it.This course takes a holistic look at the issue and includes information on the types of cyberbullying, how students can protect themselves and what actions can be taken to address it after ithappens. It aims to provide teachers with a critical knowledge concerning the phenomenon of youth bullying. It focuses on both traditional bullying that usually takes place on school premises and cyber bullying, which occurs via information and communication technologies. With a social-ecological perspective, the seminar explores the boundaries of these phenomena, and analyzes the characteristics of youth involved and the social-psychological processes that underlie the different roles youth play in bully- victim-bystander dynamics. It also covers the prevention and intervention strategies available at the international level. Realize the extent of the cyberbullying problem in schools.Understand the effects of cyberbullying and what can be done to prevent it. The behavior of young people on the Internet is simply an extension and reflection of the attitudes and forms of discrimination adults models on a regular basis in the physical world.Online activities that support communications for interpersonal, recreation, commercial, education, and government purposes have enabled variations of so-called Internet culture to emerge throughout the amorphous realm of cyberspace where youth and adults interact in ways that extend their activities, experiences, and associations. They do so in largely unmonitored, unregulated, and unsanctioned ways. What a person would rarely —if ever— contemplate doing in person, they may do online because they can, or believe they can, get away with it. When it comes to bullying online, this is especially true of youth and young adults. Hence, online bullying by and among youth and young adults is today an integral aspect of what we will explain as the digital culture of contemporary youth.Cyberbullying, or what some people call “Internet aggression,” “Internet bullying,” or “digital harassment,” involves using computers or other information computing technology (ICT) devices, such as personal digital assistants or cell phones in which the Internet is relied on to support various types and combinations of written or audible interpersonal communications such as e-mail, instant messaging, texting via cell phones, and myriad other social computing activities including electronic gaming, blogging, chatting or posting messages, images and videos onto web pages and so on, to embarrass, harass, intimidate, threaten, or otherwise cause harm to individuals targeted for such abuse.Before digital media, bullies in school focused on their targets in person. Teachers and schools could witness the bullying and take steps to prevent it during the school day. Cyberbullying has taken school day bullying to the next level, however, seeping into evenings and weekends and making it harder for schools to intervene. However, cyberbullying training for teachers can change all of that, creating a safe, supportive environment for all kids—even after school hours.Cyber bullying is an issue for many students. According to Cyberbullying Research Center about 37% of young people between the ages of 12 and 17 have been bullied online and 30% of them have had it happen more than once. Although most children are not bullied on the school premises, half of those who had been cyber bullied noted that they had been targeted by another student from school. As this problem grows, it is important for students, parents and educators to understand the effects of cyberbullying and what can be done to prevent it.This course takes a holistic look at the issue and includes information on the types of cyberbullying, how students can protect themselves and what actions can be taken to address it after ithappens. It aims to provide teachers with a critical knowledge concerning the phenomenon of youth bullying. It focuses on both traditional bullying that usually takes place on school premises and cyber bullying, which occurs via information and communication technologies. With a social-ecological perspective, the seminar explores the boundaries of these phenomena, and analyzes the characteristics of youth involved and the social-psychological processes that underlie the different roles youth play in bully- victim-bystander dynamics. It also covers the prevention and intervention strategies available at the international level.Realize the extent of the cyberbullying problem in schools.Understand the effects of cyberbullying and what can be done to prevent it. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals;Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Preventing Cyber-Bullying In Schools (PDF) Related courses ### Coaching in the classroom Summary Purpose Objectives School coaching as a field can play a key role in the social-emotional learning of young people. The term “school coaching” or “coaching in education” has been used loosely with a generally accepted definition as yet to be agreed on. School coaching has been defined as a “one-to-one conversation focused on the enhancement of learning and development through increasing self-awareness and a senseof personal responsibility where the coach facilitates the self-directed learning of the coachee through questioning, active listening and appropriate challenge in a supportive and encouraging climate”.Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalized professional support to teachers through discussion about their practice. Coaching takes time to organise and facilitate within any organisation, and, as time is precious in all schools, it is important that coaching, where used, works to maximum effect. This course intends to contribute to school coaching. It aims to provide the trainees with the key skills of coaching and give them a clear insight and understanding into the dynamics that happen between people. Its main purpose is to create the pedagogy that delivers deep learning, fosters resilience and creates reflective and independent learners with the help of coaching in the classroom. Learn how to establish active rapport and trust with a coachee.  Adopt of active listening for meaning construction and goal attainment. Learn questioning for understanding and empathy.  Discover ways for prompting action, reflection and learning.  Learn ways for developing confidence of the coachee.  Create a positive learning culture in the classroom. Establish a coachingpedagogy in the classroom. Build coaching into pedagogy to ensure impacton learning, progression and achievement.  School coaching as a field can play a key role in the social-emotional learning of young people. The term “school coaching” or “coaching in education” has been used loosely with a generally accepted definition as yet to be agreed on. School coaching has been defined as a “one-to-one conversation focused on the enhancement of learning and development through increasing self-awareness and a senseof personal responsibility where the coach facilitates the self-directed learning of the coachee through questioning, active listening and appropriate challenge in a supportive and encouraging climate”.Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalized professional support to teachers through discussion about their practice. Coaching takes time to organise and facilitate within any organisation, and, as time is precious in all schools, it is important that coaching, where used, works to maximum effect.This course intends to contribute to school coaching. It aims to provide the trainees with the key skills of coaching and give them a clear insight and understanding into the dynamics that happen between people. Its main purpose is to create the pedagogy that delivers deep learning, fosters resilience and creates reflective and independent learners with the help of coaching in the classroom. Learn how to establish active rapport and trust with a coachee.  Adopt of active listening for meaning construction and goal attainment. Learn questioning for understanding and empathy.  Discover ways for prompting action, reflection and learning.  Learn ways for developing confidence of the coachee.  Create a positive learning culture in the classroom. Establish a coachingpedagogy in the classroom. Build coaching into pedagogy to ensure impacton learning, progression and achievement.  Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers, teacher trainers, careers officers, educational counselors, head teachers / principals / managersof schools / organizations offering adult education, professionals. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Coaching in the classroom (PDF) Nicosia 6 daysFor more information click to download pdf file. Coaching in the classroom (PDF) Prague 6 daysFor more information click to download pdf file. Coaching in the classroom (PDF) Testimonial It was more than I had expected. In addition to well-prepared and relevant content. I received a full Greek experience filled with tours, food, and great people. Justyna KrysztoforskaPoland The course I have chosen inspired me in many ways. What I like the best is that your trainers don’t overload us with theoretical stuff but they inspired us to ‘’feel’’ and understand the concept of coaching and they empowered us with a deep knowledge that can be expected in the future. Paulo CostaSlovakia COACHING IN THE CLASSROOM WAS A VERY USEFUL COURSE TO PUT INTO PRACTICE IN WORK WITH KIDS AND TEENS. THE INSTRUCTOR WAS VERY PROFESSIONAL, EXPERIENCED COOL, AND INSPIRING. I HIGHLY RECOMMEND IT! JURE KRAFOGELSlovenia Previous Next Related courses ### Effective communication - Teaching and learning strategies Summary Purpose Objectives The purpose of good communication is to get the right message to the right people in the right way. It sounds simple, but many people fail to organize their communications properly, leading to misunderstanding, frustration and missed opportunities. More than ever before, its importance is heightened by the fact that the whole world has now become a global village due to the development of modern technology. The place of effective communication is so central and indispensable in the classroom teaching and learning process. Teachers in the classroom require effective communication skills in marshaling his/her points before learning that could lead to the attainment of educational aims and objectives in the school can take place. This course expands the participants’ ability to focus on their outcome, tune in to their audience and develop their message for clarity and impact. The ability to create an environment for open discussion and ongoing dialogue is crucial for communication success. The course aims for the participants to:Develop their communicational skills.Be able to effectively communicate in the classroom. Realize the importance of active listening. Practice on how they can listen actively and empathetically and how they can communicate with assertiveness. Get familiar with emotional intelligence and its importance in class.  The purpose of good communication is to get the right message to the right people in the right way. It sounds simple, but many people fail to organize their communications properly, leading to misunderstanding, frustration and missed opportunities. More than ever before, its importance is heightened by the fact that the whole world has now become a global village due to the development of modern technology. The place of effective communication is so central and indispensable in the classroom teaching and learning process. Teachers in the classroom require effective communication skills in marshaling his/her points before learning that could lead to the attainment of educational aims and objectives in the school can take place.This course expands the participants’ ability to focus on their outcome, tune in to their audience and develop their message for clarity and impact. The ability to create an environment for open discussion and ongoing dialogue is crucial for communication success.The course aims for the participants to:Develop their communicational skills.Be able to effectively communicate in the classroom. Realize the importance of active listening. Practice on how they can listen actively and empathetically and how they can communicate with assertiveness. Get familiar with emotional intelligence and its importance in class.  Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers, teacher trainers, careers officers, educational counselors, head teachers / principals / managersof schools / organizations offering adult education, professionals. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Effective communication (PDF) Testimonial The course is important and the way it is organized and how the content is delivered but if it is done with the atmosphere of partnership, openness, the flexibility it makes it unforgettable. I will never forget you! Thank you. Imislawa BugejaPoland I fully recommend this course because the organization is well prepared, the instructors are professional and open to our needs of the course, and goals and involvement are as little stress as possible. I leave feeling good and positive. Anna McmurrayPoland Previous Next Related courses ### Inclusive Education through Arts Summary Objectives “Creativity concerns what we do with our abilities”,David. N.  Perkins, “The Mind’s best work”,1942 Different people learn in different ways. Each of us develops his or her learning style, capacities, preferences, and limitations. Some prefer to start with practical action and then reflect on what does or does not work, others prefer to have the theoretical explanation first. It’s important to learn how to combine positive sides of different personal styles and different methodological approaches to reach as many people as possible. We learn from our own experience, from others, from the group, and through action. During the course, participants could work out different tools and techniques to engage students’ critical thinking and enhance their creativity. Therefore they would learn, how to apply various active learning methods to establish diversity and inclusion. Through art- based teaching tools, we support children and young people to recognize and strengthen their personal and social skills. At the end of the seminar participants will be able to answer the following questions: How can I integrate the shyest students or students with emotional disabilities disorders through interactive and experiential methods and using arts? How do I prevent or confront bullying in my class or school community? How do I recognize the diverse dynamics and roles in my group and how could Isupport its growth? How is it possible to promote the personal and social skills of the pupils using artsand action methods, such as psychodrama or sociodrama? What are the qualities of an instructor? We offer a wide range of educational activities that can benefit from the use of a variety of psychodrama and action methods. These can enhance and add both educational and enjoyment value to educational events and lead to a better experience for both the facilitators and the students. By the end of the course participants should be able to get familiar with the following: Psychodrama. Sociodrama The optical impulse. The power of observation. Theater pedagogy. Music educational activities to promote diversity. Comic creation. Creative Writing or Storytelling. Steps to produce a mystery story with the students. The puppet theater meets different fairytales. Board games in education: How to make a board game in the classroom. Sculptures with clay. “Creativity concerns what we do with our abilities”,David. N.  Perkins, “The Mind’s best work”,1942 Different people learn in different ways. Each of us develops his or her learning style, capacities, preferences, and limitations. Some prefer to start with practical action and then reflect on what does or does not work, others prefer to have the theoretical explanation first. It’s important to learn how to combine positive sides of different personal styles and different methodological approaches to reach as many people as possible. We learn from our own experience, from others, from the group, and through action. During the course, participants could work out different tools and techniques to engage students’ critical thinking and enhance their creativity. Therefore they would learn, how to apply various active learning methods to establish diversity and inclusion. Through art- based teaching tools, we support children and young people to recognize and strengthen their personal and social skills. At the end of the seminar participants will be able to answer the following questions: How can I integrate the shyest students or students with emotional disabilities disorders through interactive and experiential methods and using arts? How do I prevent or confront bullying in my class or school community? How do I recognize the diverse dynamics and roles in my group and how could Isupport its growth? How is it possible to promote the personal and social skills of the pupils using artsand action methods, such as psychodrama or sociodrama? What are the qualities of an instructor? We offer a wide range of educational activities that can benefit from the use of a variety of psychodrama and action methods. These can enhance and add both educational and enjoyment value to educational events and lead to a better experience for both the facilitators and the students. By the end of the course participants should be able to get familiar with the following: Psychodrama. Sociodrama The optical impulse. The power of observation. Theater pedagogy. Music educational activities to promote diversity. Comic creation. Creative Writing or Storytelling. Steps to produce a mystery story with the students. The puppet theater meets different fairytales. Board games in education: How to make a board game in the classroom. Sculptures with clay. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The course focuses on educatorsand youth workers, who are interested in the implementation of participative, inclusive structures in their work and who want to support children and adolescents in their social and personal development, through experiential learning. The workshop includes some theoreticalpart and indoor and outdooractivities. Methods & Tools The methodology used for the course is primarily based on practical activities inspired by experiential teaching, with practical simulations, analysis, discussion and exchange of experiences and good practicesamong participants. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Inclusive Education through Arts (PDF) Athens 1 weekFor more information click to download pdf file. Inclusive Education through Arts (PDF) Paris 6 daysFor more information click to download pdf file. Inclusive Education through Arts (PDF) Testimonial ErasmusLearn is a very serious course provider and offers interesting and useful courses. They are a united team and they do useful things. Trainers are well trained and collaborated very well with us. I learned new things! Loredana ZapanRomania I would recommend this course to all colleagues because I found it very interesting from the perspective of strategies for the inclusion of children through arts. Roxana LupuRomania Great team, great program, beautiful people that make us better! Alina StebaRomania I loved the course. I learned a lot of tools by a great and professional instructor! Marzena KuśPoland It was a very joyful experience:I really enjoy discovering such passionate and revolutionary trainers and meeting such an incredible group of teachers from all countries. STRONGLY RECOMMEND IT! Elena FratiniItaly It was my first Erasmus experience and I felt welcomed. Fantastic, thank you! VALERIA VENUMItaly Related courses ### CLIL: Language as tool for innovation and effectiveness in teaching Summary Purpose Objectives Contemporary teaching requires up to date methods and tools. Teachers nowadays are not playing the role of the traditional master of knowledge anymore, but they are the medium and the guide in the process of acquiring the new knowledge. CLIL teaching method (Content and Language Integrated Learning) constitutes the key in methodizing the teaching act through the tools it offers to teachers worldwide. CLIL method is designed in order to make the teaching act on the one hand innovative and on the other hand effective. It is based on contemporary theories for experiential education and promotes immediate practical acquisition of the new knowledge. This way, it succeeds to be the most prevailing method today, due to the fact that it helps students to learn the new knowledge in a natural and effortless way. As for the teachers, they find a new way to make their lessons more interesting, more alive but nonetheless effective. CLIL is necessary for every teacher or professor who seeks new, innovative and more effective ways of teaching, but meanwhile they seek to broaden their professional horizons and to claim a job position in European market. The main goal of the training in CLIL program is to introduce teachers to the innovative methods and tools it provides. Via the CLIL post-educational program, participants learn how to adapt CLIL’s teaching methods and tools in the teaching task, either their goal is to teach a second language, or they want to teach other lessons, like Geography, History, Math etc. Moreover, participants will be able to master the integration of CLIL methods in teaching and use digital tools in favor of the class and the teaching task. As a result, language education and acquisition will constitute an immediate derivative of teaching other lessons (e.g. Math). In other words, via its methods and tools, CLIL teachers will be in position to teach –at the same time with whichever lesson- English language or whatever language-target they want. In such a manner, CLIL teachers will manage to exercise and educate students who will be able to constitute future citizens of a global society. This is one of the most important task that every school or college should aim to. Finally yet importantly, completing the CLIL program, participants will acquire the ability to implement the CLIL methods and tools, together with other digital and audiovisual tools in the teaching task, transforming their class into an innovative, contemporary and very effective procedure.  Acquire the ability to implement the CLIL methods and tools.  Increase the effectiveness and innovation of teaching. Combine different lessons with language learning.  Exchange knowledge and good practices in language focused learning.  Contemporary teaching requires up to date methods and tools. Teachers nowadays are not playing the role of the traditional master of knowledge anymore, but they are the medium and the guide in the process of acquiring the new knowledge. CLIL teaching method (Content and Language Integrated Learning) constitutes the key in methodizing the teaching act through the tools it offers to teachers worldwide. CLIL method is designed in order to make the teaching act on the one hand innovative and on the other hand effective. It is based on contemporary theories for experiential education and promotes immediate practical acquisition of the new knowledge. This way, it succeeds to be the most prevailing method today, due to the fact that it helps students to learn the new knowledge in a natural and effortless way. As for the teachers, they find a new way to make their lessons more interesting, more alive but nonetheless effective. CLIL is necessary for every teacher or professor who seeks new, innovative and more effective ways of teaching, but meanwhile they seek to broaden their professional horizons and to claim a job position in European market. The main goal of the training in CLIL program is to introduce teachers to the innovative methods and tools it provides. Via the CLIL post-educational program, participants learn how to adapt CLIL’s teaching methods and tools in the teaching task, either their goal is to teach a second language, or they want to teach other lessons, like Geography, History, Math etc. Moreover, participants will be able to master the integration of CLIL methods in teaching and use digital tools in favor of the class and the teaching task. As a result, language education and acquisition will constitute an immediate derivative of teaching other lessons (e.g. Math). In other words, via its methods and tools, CLIL teachers will be in position to teach –at the same time with whichever lesson- English language or whatever language-target they want. In such a manner, CLIL teachers will manage to exercise and educate students who will be able to constitute future citizens of a global society. This is one of the most important task that every school or college should aim to. Finally yet importantly, completing the CLIL program, participants will acquire the ability to implement the CLIL methods and tools, together with other digital and audiovisual tools in the teaching task, transforming their class into an innovative, contemporary and very effective procedure.  Acquire the ability to implement the CLIL methods and tools.  Increase the effectiveness and innovation of teaching. Combine different lessons with language learning.  Exchange knowledge and good practices in language focused learning.  Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups CLIL post-education program is addressed to: school and preschool teachers, professors teaching insecondary education, foreign language teachers, educational councils, undergraduate or postgraduatecollege students. Methods & Tools Lectures, discussions, group work, presentations, exercises, study visits, video- presentation, audiovisual tools, practical implementations, teaching proposals. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. CLIL: Language (PDF) Testimonial My learning experience at ErasmusLearn was excellent. My course was not only about Clil but also about innovation and technology, which was a bonus. The instructor was very professional and the employees were very helpful. Maria Isabel Antunes de Sousa LezónPortugal You are professional and inspiring people! So happy that I met you and learned so many things from you! Polymnia TomasidouCyprus ErasmusLearn is not a place, it is the people who create quality! Marcin HościłowiczPoland I loved the course. I learned a lot of tools from a great and professional instructor! Cristina Maria da Silva CostaPortugal Previous Next Related courses ### In the Flipped Classroom Summary Purpose Objectives “Applying knowledge before class as a means for an active education.”Flipped learning is a pedagogical approach in which the conventional notion of classroom based learning is inverted, so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. Fast forward to the present and the dramatic growth of online content creation, collaboration and distribution tools provide practitioners with an accessible toolkit for delivering flipped learning. Video creation and distribution tools provide the opportunity to create flipped content with ease.Alternatively, there is a wealth of pre-existing media available for reuse. While technology is not a prerequisite, there is no doubt that the intersection of web 2.0 technology and learning theory has enabled flipped learning to become a valuable addition to the spectrum of blended learning. In traditional learning, students acquire knowledge in a classroom context and are then sent away to synthesize, analyze and evaluate this after the class. In the flipped classroom, students acquire knowledge before the class and use classroom time to practice and apply concepts and ideas through interaction with peers and teachers. After the class, students reflect upon the feedback they have received and use this to broaden their learning.By providing students with the material to gain a basic level of knowledge and understanding before class, classroom time can be used to deepen learning and develop higher-level cognitive skills. One of the core objectives of flipped learning is to move students away from passive learning and towards active learning where students engage in collaborative activity, peer learning and problem-based learning. Within this context, the role of the teacher shifts towards that of facilitator and coach by empowering students to take control of their own learning. The use of technology further enriches the flipped learning process and promotes skills that are essential for 21st-century learning.Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. A teacher’s interaction with students in a flipped classroom can be more personalized and less didactic, and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning. After the completion of the course participants will be able to:Apply Flipped Classroom as student-centred learning structure.Learn to differentiate Flipped Classroom activities according to students learning styles, interests and diverse socio-cultural backgrounds.Develop a school policy plan on flipping lessons integrating ICT tools to the school curriculum.Create lessons using technology to present knowledge.Find out the ways to create flipped classroom lessons.Cover the different types of activities a teacher can use to assess their flipped lesson.Utilize ICT in their teaching.Develop ICT skills and make use of various Web 2.0 Technology tools and programs.Create a media lecture.Apply technology to create media for the flipped lesson. “Applying knowledge before class as a means for an active education.”Flipped learning is a pedagogical approach in which the conventional notion of classroom based learning is inverted, so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. Fast forward to the present and the dramatic growth of online content creation, collaboration and distribution tools provide practitioners with an accessible toolkit for delivering flipped learning. Video creation and distribution tools provide the opportunity to create flipped content with ease.Alternatively, there is a wealth of pre-existing media available for reuse. While technology is not a prerequisite, there is no doubt that the intersection of web 2.0 technology and learning theory has enabled flipped learning to become a valuable addition to the spectrum of blended learning.In traditional learning, students acquire knowledge in a classroom context and are then sent away to synthesize, analyze and evaluate this after the class. In the flipped classroom, students acquire knowledge before the class and use classroom time to practice and apply concepts and ideas through interaction with peers and teachers. After the class, students reflect upon the feedback they have received and use this to broaden their learning.By providing students with the material to gain a basic level of knowledge and understanding before class, classroom time can be used to deepen learning and develop higher-level cognitive skills. One of the core objectives of flipped learning is to move students away from passive learning and towards active learning where students engage in collaborative activity, peer learning and problem-based learning. Within this context, the role of the teacher shifts towards that of facilitator and coach by empowering students to take control of their own learning. The use of technology further enriches the flipped learning process and promotes skills that are essential for 21st-century learning.Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. A teacher’s interaction with students in a flipped classroom can be more personalized and less didactic, and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning.After the completion of the course participants will be able to:Apply Flipped Classroom as student-centred learning structure.Learn to differentiate Flipped Classroom activities according to students learning styles, interests and diverse socio-cultural backgrounds.Develop a school policy plan on flipping lessons integrating ICT tools to the school curriculum.Create lessons using technology to present knowledge.Find out the ways to create flipped classroom lessons.Cover the different types of activities a teacher can use to assess their flipped lesson.Utilize ICT in their teaching.Develop ICT skills and make use of various Web 2.0 Technology tools and programs.Create a media lecture.Apply technology to create media for the flipped lesson. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary schools, secondary schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. In the Flipped Classroom (PDF) Related courses ### Modern Teaching Methods (2 Weeks) Summary Purpose Objectives Teaching style is changing through the years and especially nowadays due to the pandemic and the rapidly pushed increase of technology. Opposite to the memorization and same vintage recitation exercise to teach the students, now with modern teaching techniques, interactive strategies of teaching are introduced and its results are already being seen. In today’s rapidly changing world, teaching has become very much advanced and teaching institutes have now taken up advanced teaching methods to manage student in a classroom. An education reform which offers an entirely unique perspective of teaching and studying is taking place because modern teaching strategies do not deal with all students on the equal stage of their understanding ability, like the traditional approach of teaching. Rather than the only teacherbased, modern teaching methods focus extra on questioning, demonstration, technology, distant, explaining, practical, collaboration strategies, and are more activity-based. Several modes of learning such as Collaborative, Spaced, Flipped, Gamification, VAKare rapidly emerging in addition to methods that focus more in communication between teacher and students rather than transforming one way sterile knowledge like in the past. The scope of education widens throughout the globe, the demand for qualified teachers has increased and with it educating children has become more interesting, interactive and challenging than before. To cope up with the modern world and the knowledge-pushed technology of technology, adopting modern approaches are the only way to survive. Modern training methods see a significant scenario that inspires learners to study profoundly and study to fulfill their curiosity. The contemporary effective teacher needs to be well training in modern teaching methods and be able to realize which one to apply in every case. “The main purpose of the course is to help teachers understand the importance of modern teaching methods and improve their school lessons’ strategies and their communication with their students. It also scopes to increase teachers qualifications in order to be competitive for the needs of the modern education world. Participants will become familiar with teaching methods such as Collaborative learning, Spaced Learning, Gamification, VAK teaching and the Flipped Classroom, will realize the importance of teaching children to learn how to learn and being creative and will learn how to better communicate with students. They will exchange knowledge and good practices with their colleagues around Europe and will build relationships while working together in modern teaching tools. Participants will also share classroom strategies, acquire new teaching methodologies, learn how to establish classroom rules, develop rapport, and assess and evaluate learners.By the end of the course, they will be able to use all gained knowledge and experience for the benefit of the educational procedure. All this in the magical environment of Crete, one of the biggest and most beautiful islands of the Mediterranean sea.  Develop Cognitive Thinking Skills.Increase level of thinking, oral communication, self-management, and leadership skills.Develop Unique Patterns of Learning.Exposure to and an increase in understanding of diverse perspectives.Share classroom strategies.Acquire new teaching methodologies.Get familiar with collaborative learning.Get familiar with spaced learning.Get familiar with Gamification.Get familiar with VAK teaching.Get familiar with the Flipped Classroom method.Establish relations with colleagues around Europe. Teaching style is changing through the years and especially nowadays due to the pandemic and the rapidly pushed increase of technology. Opposite to the memorization and same vintage recitation exercise to teach the students, now with modern teaching techniques, interactive strategies of teaching are introduced and its results are already being seen. In today’s rapidly changing world, teaching has become very much advanced and teaching institutes have now taken up advanced teaching methods to manage student in a classroom. An education reform which offers an entirely unique perspective of teaching and studying is taking place because modern teaching strategies do not deal with all students on the equal stage of their understanding ability, like the traditional approach of teaching. Rather than the only teacherbased, modern teaching methods focus extra on questioning, demonstration, technology, distant, explaining, practical, collaboration strategies, and are more activity-based. Several modes of learning such as Collaborative, Spaced, Flipped, Gamification, VAKare rapidly emerging in addition to methods that focus more in communication between teacher and students rather than transforming one way sterile knowledge like in the past. The scope of education widens throughout the globe, the demand for qualified teachers has increased and with it educating children has become more interesting, interactive and challenging than before. To cope up with the modern world and the knowledge-pushed technology of technology, adopting modern approaches are the only way to survive. Modern training methods see a significant scenario that inspires learners to study profoundly and study to fulfill their curiosity. The contemporary effective teacher needs to be well training in modern teaching methods and be able to realize which one to apply in every case.“The main purpose of the course is to help teachers understand the importance of modern teaching methods and improve their school lessons’ strategies and their communication with their students. It also scopes to increase teachers qualifications in order to be competitive for the needs of the modern education world. Participants will become familiar with teaching methods such as Collaborative learning, Spaced Learning, Gamification, VAK teaching and the Flipped Classroom, will realize the importance of teaching children to learn how to learn and being creative and will learn how to better communicate with students. They will exchange knowledge and good practices with their colleagues around Europe and will build relationships while working together in modern teaching tools. Participants will also share classroom strategies, acquire new teaching methodologies, learn how to establish classroom rules, develop rapport, and assess and evaluate learners.By the end of the course, they will be able to use all gained knowledge and experience for the benefit of the educational procedure. All this in the magical environment of Crete, one of the biggest and most beautiful islands of the Mediterranean sea. Develop Cognitive Thinking Skills.Increase level of thinking, oral communication, self-management, and leadership skills.Develop Unique Patterns of Learning.Exposure to and an increase in understanding of diverse perspectives.Share classroom strategies.Acquire new teaching methodologies.Get familiar with collaborative learning.Get familiar with spaced learning.Get familiar with Gamification.Get familiar with VAK teaching.Get familiar with the Flipped Classroom method.Establish relations with colleagues around Europe. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools Methods & Tools Lectures, brainstorming, exercises, discussions, workshops, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 2 weeksFor more information click to download pdf file. Modern Teaching Methods (PDF) The organization has very friendly people, I was very satisfied! Magda TravnickovaCzech Related courses ### Storytelling and digital filmmaking in the classroom (2 Weeks) Summary Purpose Objectives Storytelling is a human need that occurred since our ancestors used to live in caves. While storytelling is a way of communication it is also a way of cultivating creativity, transforming ideas, discovering things and transmitting knowledge. Creative writing consists of all the needed techniques in order for a story to be created and is one of the best ways to engage students in knowledge as it helps students to make ideas their own. Storytelling has always played a vital role in history, but the manner in which it has been done have changed with every culture. Personal narrative has been utilized to convey historical events since the oral histories spoken by bards in ancient courts, through the works of scribes during the Renaissance, through newspapers, CNN, and now the Internet. Students and teachers may now narrate stories using voice, text, graphics, audio, and video thanks to digital storytelling, which mixes tradition with technology.  “The teaching of writing,” Wallace Stegner could not say often enough, “is Socratic.” By this he seems to have meant that, like Socrates, the writing teacher is a midwife,assisting at the birth of a student’s creation and checking it for signs of life. The method behind such teaching—what is now called the workshop method, was described by Plato 2,300 years ago as “benevolent disputation by the use of question and answer withoutjealousy.” The teaching of writing, in other words, is Socratic in being an invitation to participate in a conversation. The writing workshop can further the kind of critical thinking skills that students are already being encouraged to use in other aspects of their learning.Making up their own stories helps students learn material in fresh ways.By being actively involved with, and actively interrogating their involvement with the elements that make up our written and oral communication,these young writers of fiction will gain an intuitive and intellectual understanding of its operations. Simply put, one can best understand how something is constructed by attempting to put it together yourself. Video art is a modern art genre that primarily examines human existence and experience and deals with commonplace issues, challenges, and wishes. With the use of video as a medium, artists can create works of art that connect identities, experiences, and knowledge through the organization and control of pictures, text, and sound. Given that video is already an important part of their lives in many different ways (such as through television, the internet, video games, and mobile phones), as a technology tool it has the potential to pique learners’ interests and tie school life to the outside world. A linear set of events can be transformed into a multidimensional experience by using digital storytelling, which are accessible to students. All of this motivates them to converse, work together, conduct research, and incorporate media into the process. These projects may be made with a variety of tools and apps, and using them all enables students to learn more about history while figuring out the best way to retell it. The course aims to combine the art of storytelling with the art of digital filmmaking in order to increase student learning, encourage creative expression, foster critical thinking, and promote contemplation on societal concerns.  Understand the importance of creativity in education. Discover ways of developing students creativity and self confidence. Get familiar with the philosophy of creative writing.Train in the “Socratic workshop method”. Become able to design a creative writing workshop. Enhance participant’s ability to recognize the essential elements needed to construct compelling and meaningful stories. Raise participant’s awareness of technological development in teaching and learning.Strengthen the participant’s capacity for structuring and creating compelling tales, including those in style, genre, and digital media. Storytelling is a human need that occurred since our ancestors used to live in caves. While storytelling is a way of communication it is also a way of cultivating creativity, transforming ideas, discovering things and transmitting knowledge. Creative writing consists of all the needed techniques in order for a story to be created and is one of the best ways to engage students in knowledge as it helps students to make ideas their own. Storytelling has always played a vital role in history, but the manner in which it has been done have changed with every culture. Personal narrative has been utilized to convey historical events since the oral histories spoken by bards in ancient courts, through the works of scribes during the Renaissance, through newspapers, CNN, and now the Internet. Students and teachers may now narrate stories using voice, text, graphics, audio, and video thanks to digital storytelling, which mixes tradition with technology. "The teaching of writing," Wallace Stegner could not say often enough, "is Socratic." By this he seems to have meant that, like Socrates, the writing teacher is a midwife,assisting at the birth of a student’s creation and checking it for signs of life. The method behind such teaching—what is now called the workshop method, was described by Plato 2,300 years ago as "benevolent disputation by the use of question and answer withoutjealousy." The teaching of writing, in other words, is Socratic in being an invitation to participate in a conversation. The writing workshop can further the kind of critical thinking skills that students are already being encouraged to use in other aspects of their learning.Making up their own stories helps students learn material in fresh ways.By being actively involved with, and actively interrogating their involvement with the elements that make up our written and oral communication,these young writers of fiction will gain an intuitive and intellectual understanding of its operations. Simply put, one can best understand how something is constructed by attempting to put it together yourself. Video art is a modern art genre that primarily examines human existence and experience and deals with commonplace issues, challenges, and wishes. With the use of video as a medium, artists can create works of art that connect identities, experiences, and knowledge through the organization and control of pictures, text, and sound. Given that video is already an important part of their lives in many different ways (such as through television, the internet, video games, and mobile phones), as a technology tool it has the potential to pique learners' interests and tie school life to the outside world. A linear set of events can be transformed into a multidimensional experience by using digital storytelling, which are accessible to students. All of this motivates them to converse, work together, conduct research, and incorporate media into the process. These projects may be made with a variety of tools and apps, and using them all enables students to learn more about history while figuring out the best way to retell it. The course aims to combine the art of storytelling with the art of digital filmmaking in order to increase student learning, encourage creative expression, foster critical thinking, and promote contemplation on societal concerns. Understand the importance of creativity in education. Discover ways of developing students creativity and self confidence. Get familiar with the philosophy of creative writing.Train in the “Socratic workshop method”. Become able to design a creative writing workshop. Enhance participant’s ability to recognize the essential elements needed to construct compelling and meaningful stories. Raise participant’s awareness of technological development in teaching and learning.Strengthen the participant’s capacity for structuring and creating compelling tales, including those in style, genre, and digital media. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools Methods & Tools Lectures, workshops, discussions, teamwork, role-playing. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 2 weeksFor more information click to download pdf file. Storytelling and digital filmmaking in the classroom (PDF) Related courses ### Digital stories in the classroom Summary Purpose Objectives Storytelling has always played a vital role in history, but the manner in which it has been done have changed with every culture. Personal narrative has been utilized to convey historical events since the oral histories spoken by bards in ancient courts, through the works of scribes during the Renaissance, through newspapers, CNN, and now the Internet. Students and teachers may now narrate stories using voice, text, graphics, audio, and video thanks to digital storytelling, which mixes tradition with technology. Video art is a modern art genre that primarily examines human existence and experience and deals with commonplace issues, challenges, and wishes. With the use of video as a medium, artists can create works of art that connect identities, experiences, and knowledge through the organization and control of pictures, text, and sound. Given that video is already an important part of their lives in many different ways (such as through television, the internet, video games, and mobile phones), as a technology tool it has the potential to pique learners’ interests and tie school life to the outside world.A linear set of events can be transformed into a multidimensional experience by using digital storytelling, which are accessible to students. All of this motivates them to converse, work together, conduct research, and incorporate media into the process. These projects may be made with a variety of tools and apps, and using them all enables students to learn more about history while figuring out the best way to retell it.The course “Digital stories in the Classroom” will concentrate on the theories and strategies we use to generate engaging stories and videos through practice andis intended for anyone who wants to learn more in-depth information about producing audiovisual content. The art of storytelling can be used in the classroom to increase student learning, encourage creative expression, foster critical thinking, and promote contemplation on societal concerns. Understand the importance of creativity in education.Discover ways of developing students’ creativity and self-confidence.Promote games, simulations and role-play as tools for encouraging participation in filming activities.Improve participant’s critical comprehension of storytelling, meaning making, and all aspects of productionEnhance participant’s ability to recognize the essential elements needed to construct compelling and meaningful storiesRaise participant’s awareness of technological development in teaching and learningStrengthen the participant’s capacity for structuring and creating compelling tales, including those in style, genre, and digital media. Storytelling has always played a vital role in history, but the manner in which it has been done have changed with every culture. Personal narrative has been utilized to convey historical events since the oral histories spoken by bards in ancient courts, through the works of scribes during the Renaissance, through newspapers, CNN, and now the Internet. Students and teachers may now narrate stories using voice, text, graphics, audio, and video thanks to digital storytelling, which mixes tradition with technology.Video art is a modern art genre that primarily examines human existence and experience and deals with commonplace issues, challenges, and wishes. With the use of video as a medium, artists can create works of art that connect identities, experiences, and knowledge through the organization and control of pictures, text, and sound. Given that video is already an important part of their lives in many different ways (such as through television, the internet, video games, and mobile phones), as a technology tool it has the potential to pique learners’ interests and tie school life to the outside world.A linear set of events can be transformed into a multidimensional experience by using digital storytelling, which are accessible to students. All of this motivates them to converse, work together, conduct research, and incorporate media into the process. These projects may be made with a variety of tools and apps, and using them all enables students to learn more about history while figuring out the best way to retell it.The course “Digital stories in the Classroom” will concentrate on the theories and strategies we use to generate engaging stories and videos through practice andis intended for anyone who wants to learn more in-depth information about producing audiovisual content. The art of storytelling can be used in the classroom to increase student learning, encourage creative expression, foster critical thinking, and promote contemplation on societal concerns.Understand the importance of creativity in education.Discover ways of developing students’ creativity and self-confidence.Promote games, simulations and role-play as tools for encouraging participation in filming activities.Improve participant’s critical comprehension of storytelling, meaning making, and all aspects of productionEnhance participant’s ability to recognize the essential elements needed to construct compelling and meaningful storiesRaise participant’s awareness of technological development in teaching and learningStrengthen the participant’s capacity for structuring and creating compelling tales, including those in style, genre, and digital media. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools Methods & Tools Lectures, workshops, discussions, teamwork, role-playing. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Digital stories in the classroom (PDF) Related courses ### Teaching Science Summary Purpose Objectives The world is a rapidly changing environment and we need inspired scientists to continue the process of discovery across all sectors– from health and medicine to information technology. We should always remember that it all starts with school education experience. Science provides the development of skills of students’ asking questions and making investigations; making hypothesis, inference of results of experiments to students. Like learning to count or to read, learning how to do science is a lifelong progress. Children of all ages benefit   from exposure to science situation.Engaging kids with science is easy. Teachers just need to remember to always relate science ideas back to their everyday lives. Best science lessons are the ones where you know students can’t wait to get home to tell their family about their new discovery about how things work, or why things happen in their everyday life experience. This courseteaches basic science concepts and answersto the questions such as: why is science important for everyone, what benefits children gain by learning science early in their lives, how to teach science through fun, yet educational hands-on experiments etc. Via its contemporary theories, its practice and structure, the course delivers the message that science is not difficult and complicated and that there is always a simple and creative way of teaching science. But most importantly, through the course participants will discover that the key to science education in schools is motivation for both teachers and children. An exciting class will inspire both students and teachers to learn and to immerse themselves in the topic. This is best achieved through the provision of outstanding teacher resources and a faculty that is committed to making science exciting in the classroom environment. The main purpose of the course is to help teachers improve their science school lessons and science project in kindergarten, primary or secondary school. Participants will be familiarized with the impact they can have on children by learning science in a fun and innovative, yet educational manner. They will learn how to boost children imagination and natural gift of questioning, by implementing scientific way of thinking and science methodology in their work. As our goal is also to encourage teachers to lead science clubs in their home countries, the teachers will receive lesson plans to work on in their own science clubs. Learn about myths in science and discover modern science. Learn why science education is important for literacy matters. Discover the advantages of teaching science in school. Explore how children can benefit from learning science at young age. Discover that science is actually close to children’s nature. Learn how to teach children to develop scientific mind and attitude. Determine the skills of scientific enquiry processes. Learn the educational benefits of self-explanation. Discover creative low cost science experiments in class. The world is a rapidly changing environment and we need inspired scientists to continue the process of discovery across all sectors– from health and medicine to information technology. We should always remember that it all starts with school education experience. Science provides the development of skills of students’ asking questions and making investigations; making hypothesis, inference of results of experiments to students. Like learning to count or to read, learning how to do science is a lifelong progress. Children of all ages benefit   from exposure to science situation.Engaging kids with science is easy. Teachers just need to remember to always relate science ideas back to their everyday lives. Best science lessons are the ones where you know students can’t wait to get home to tell their family about their new discovery about how things work, or why things happen in their everyday life experience. This courseteaches basic science concepts and answersto the questions such as: why is science important for everyone, what benefits children gain by learning science early in their lives, how to teach science through fun, yet educational hands-on experiments etc. Via its contemporary theories, its practice and structure, the course delivers the message that science is not difficult and complicated and that there is always a simple and creative way of teaching science. But most importantly, through the course participants will discover that the key to science education in schools is motivation for both teachers and children. An exciting class will inspire both students and teachers to learn and to immerse themselves in the topic. This is best achieved through the provision of outstanding teacher resources and a faculty that is committed to making science exciting in the classroom environment.The main purpose of the course is to help teachers improve their science school lessons and science project in kindergarten, primary or secondary school. Participants will be familiarized with the impact they can have on children by learning science in a fun and innovative, yet educational manner. They will learn how to boost children imagination and natural gift of questioning, by implementing scientific way of thinking and science methodology in their work. As our goal is also to encourage teachers to lead science clubs in their home countries, the teachers will receive lesson plans to work on in their own science clubs. Learn about myths in science and discover modern science. Learn why science education is important for literacy matters. Discover the advantages of teaching science in school. Explore how children can benefit from learning science at young age. Discover that science is actually close to children’s nature. Learn how to teach children to develop scientific mind and attitude. Determine the skills of scientific enquiry processes. Learn the educational benefits of self-explanation. Discover creative low cost science experiments in class. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in primaryschools and secondary schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 5 daysFor more information click to download pdf file. Teaching Science (PDF) Paris 6 daysFor more information click to download pdf file. Teaching Science (PDF) Related courses ### Metacognitive Teaching Strategies Summary Purpose Objectives Since the introduction of competency-based curricula (CBC) around the world to prepare a workforce for Industry 4.0, metacognitive teaching has emerged as an innovative research agenda in education. The fundamental tenet of CBC is that educators must assist students in acquiring metacognitive abilities like problem-solving, planning, monitoring, and decision-making. Teachers must master metacognitive teaching techniques as the demand for increasing students’ capacity to learn the competences necessary for Industry 4.0 rises. Schools are advised to apply CBC to improve students’ metacognitive skills for achieving self-regulation and lifelong learning. Metacognition refers to “cognition about cognition”, “thinking about thinking”, or “knowing about knowing” and higher order thinking skills. In this course, we will examine various components of metacognition, including its role in learning and memory. The participants will practice in experienced techniques, as the main aim is the active participation, utilization of knowledge and experiences and the development of critical thinking and creativity. A key component of a successful curriculum reform is the growth and maintenance of teachers’ professional competence. However, because there hasn’t been enough research done to create a collaborative lesson planning platform for teachers to create such pedagogies, it hasn’t been possible to establish successful pedagogies for implementing competency-based curricula to promote student metacognition. In order to address the effects and difficulties caused by and underlying the CBC, this course focuses on the use of the lesson study technique for developing metacognitive teaching knowledge and skills. Raise the awareness of what is meant by the term ‘metacognition’.Think about how metacognition can be further developed in the classroom.Recognize the links between metacognition and effective learning.Get familiar with competency-based curricula (CBC). Use the lesson study technique for developing metacognitive knowledge and skills.Develop and maintain the professional competency of teachers.Become familiar with strategies for helping students regulate, monitor, and guide their learning.   Since the introduction of competency-based curricula (CBC) around the world to prepare a workforce for Industry 4.0, metacognitive teaching has emerged as an innovative research agenda in education. The fundamental tenet of CBC is that educators must assist students in acquiring metacognitive abilities like problem-solving, planning, monitoring, and decision-making. Teachers must master metacognitive teaching techniques as the demand for increasing students' capacity to learn the competences necessary for Industry 4.0 rises. Schools are advised to apply CBC to improve students' metacognitive skills for achieving self-regulation and lifelong learning. Metacognition refers to "cognition about cognition", "thinking about thinking", or "knowing about knowing" and higher order thinking skills. In this course, we will examine various components of metacognition, including its role in learning and memory. The participants will practice in experienced techniques, as the main aim is the active participation, utilization of knowledge and experiences and the development of critical thinking and creativity. A key component of a successful curriculum reform is the growth and maintenance of teachers' professional competence. However, because there hasn't been enough research done to create a collaborative lesson planning platform for teachers to create such pedagogies, it hasn't been possible to establish successful pedagogies for implementing competency-based curricula to promote student metacognition. In order to address the effects and difficulties caused by and underlying the CBC, this course focuses on the use of the lesson study technique for developing metacognitive teaching knowledge and skills. Raise the awareness of what is meant by the term ‘metacognition’.Think about how metacognition can be further developed in the classroom.Recognize the links between metacognition and effective learning.Get familiar with competency-based curricula (CBC). Use the lesson study technique for developing metacognitive knowledge and skills.Develop and maintain the professional competency of teachers.Become familiar with strategies for helping students regulate, monitor, and guide their learning.   Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers (pre-school, primary, secondary, vocational,adult, special needs),teacher trainers, careersofficers, educational guides and counsellors, headteachers / principals / managersof schools / organizations offering adult education, professionals and managers. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Metacognitive Teaching Strategies (PDF) Related courses ### Child Sexual Abuse Summary Objectives In order to disseminate and reinforce the implementation of the Council of Europe Treaty (Lanzarote Convention) for the protection of children against sexual exploitation and sexual abuse, the Council of Europe warns that “One in five children” will fall victim of sexual violence!For the prevention of a particularly heinous phenomenon that has long-term consequences, which affect many aspects of the child’s life and psychosocial status, schools should develop a systematic approach that includes action at multiple levels: awareness of teachers, advisory, cooperation with parents and students. To reach the detailed content of the seminar, we utilized all the Council of Europe’s information about “One in Five” campaign, the relevant European legislation regarding the protection of children against sexual abuse and preventive actions implemented at European and international level. Therefore we can offer a well structured program that can really help educators deal with this massive but delicate problem. Participants will:Acquire new knowledge and skills to improve and promote the physical, mental and social well-being of students combined with the strengthening of their personality.Adopt effective instructional techniques, intervention and crisis management skills, in order to redefine the approach of sexual violence phenomena, assessing and improving the quality of their educational work.Inform – activate the community, on the ways of interconnection with local agents for the phenomenon of sexual abuse, in order to equip children and their families with the knowledge and tools to address and report sexual violence.recognize the signs of sexual abuse, the role of teachers and on how to help children in the prevention of the phenomenon and the revelation of the truth. In order to disseminate and reinforce the implementation of the Council of Europe Treaty (Lanzarote Convention) for the protection of children against sexual exploitation and sexual abuse, the Council of Europe warns that "One in five children" will fall victim of sexual violence!For the prevention of a particularly heinous phenomenon that has long-term consequences, which affect many aspects of the child's life and psychosocial status, schools should develop a systematic approach that includes action at multiple levels: awareness of teachers, advisory, cooperation with parents and students. To reach the detailed content of the seminar, we utilized all the Council of Europe's information about "One in Five" campaign, the relevant European legislation regarding the protection of children against sexual abuse and preventive actions implemented at European and international level. Therefore we can offer a well structured program that can really help educators deal with this massive but delicate problem.Participants will:Acquire new knowledge and skills to improve and promote the physical, mental and social well-being of students combined with the strengthening of their personality.Adopt effective instructional techniques, intervention and crisis management skills, in order to redefine the approach of sexual violence phenomena, assessing and improving the quality of their educational work.Inform - activate the community, on the ways of interconnection with local agents for the phenomenon of sexual abuse, in order to equip children and their families with the knowledge and tools to address and report sexual violence.recognize the signs of sexual abuse, the role of teachers and on how to help children in the prevention of the phenomenon and the revelation of the truth. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary schools, secondary schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Child Sexual Abuse PDF) Related courses ### Social Skills in the Diversity era - Cultivating social skills, diversity and participation in the classroom Summary Objectives Educators are often called to handle different challenges working with different types of learners. Some of them can easily build their social relationships; others are very introvert, competitive or even aggressive. Some have self-control and some others may have difficulties regulating their emotions. Some tend to be leaders, while others hesitate to express their opinion. Different aspects influence social development. According to experts, social development correlates with the child’s and adolescent’s environment. Psychologists and social scientists underline that social skills can, and should, be taught. One of the basic roles of education is to cultivate interpersonal skills and to contribute to a participative, democratic society. Aside from that, providing social skills and participation supports students in having better course performances and a more solid self-image. They experience teamwork, learn to manage their emotions, adopt solving problems strategies, become more empathetic and learn to manage conflicts. This course aims to train teachers in helping students acquire social skills. Teaching social skills can be compared to teaching academics. The first step involves knowing where to start. The parents, siblings, teachers, peers and the child can provide information about social skills that need to be addressed. Direct observation, checklists, social skills scales, functional behavior assessment, identifying solutions to problem scenarios and reports are useful tools. Provide insights into different aspects of social development. Learn how to teach the content of children rights in the classroom throughexperiential, participative learning. Encourage teachers to engage learners in practicallearning mechanisms through a participative, inclusive and creative approach. Promote diversity awareness. Share experiences and good practices in the fields of experiential and collaborating learning. Develop effective communication strategies to empower the relationships in the Classroom. Learn conflict management and anti-bullying techniques. Strengthen self-consciousness and emotional intelligence of the students. Educators are often called to handle different challenges working with different types of learners. Some of them can easily build their social relationships; others are very introvert, competitive or even aggressive. Some have self-control and some others may have difficulties regulating their emotions. Some tend to be leaders, while others hesitate to express their opinion. Different aspects influence social development. According to experts, social development correlates with the child’s and adolescent’s environment. Psychologists and social scientists underline that social skills can, and should, be taught. One of the basic roles of education is to cultivate interpersonal skills and to contribute to a participative, democratic society. Aside from that, providing social skills and participation supports students in having better course performances and a more solid self-image. They experience teamwork, learn to manage their emotions, adopt solving problems strategies, become more empathetic and learn to manage conflicts. This course aims to train teachers in helping students acquire social skills. Teaching social skills can be compared to teaching academics. The first step involves knowing where to start. The parents, siblings, teachers, peers and the child can provide information about social skills that need to be addressed. Direct observation, checklists, social skills scales, functional behavior assessment, identifying solutions to problem scenarios and reports are useful tools. Provide insights into different aspects of social development. Learn how to teach the content of children rights in the classroom throughexperiential, participative learning. Encourage teachers to engage learners in practicallearning mechanisms through a participative, inclusive and creative approach. Promote diversity awareness. Share experiences and good practices in the fields of experiential and collaborating learning. Develop effective communication strategies to empower the relationships in the Classroom. Learn conflict management and anti-bullying techniques. Strengthen self-consciousness and emotional intelligence of the students. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups The course focuses on educators and youth workers, who are interested in the implementation ofparticipative, inclusive structures in their work and who want to support children and adolescents in theirsocialand personal development, through experiential learning. Methods & Tools The course focuses on social and game-based activities examples of good practice as well as discussions and experience comparisons. The activities will take place indoor and outdoor.It also includes study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Social Skills in the Diversity era (PDF) Related courses ### Entrepreneurship Education Summary Purpose Objectives Through the Entrepreneurship 2020 Action Plan and the Communication on Education Redesign, the European Commission has highlighted the need to integrate business education into all areas of education, including non-formal learning. In order to support productivity and growth in Europe, it is vital to invest in education and training. Europe needs creative and innovative entrepreneurs; it also needs a flexible and resilient workforce equipped with the necessary and basic skills. The European Commission recognizes entrepreneurship education as a means of boosting the entrepreneurial spirit of young people. In order to inspire their students and help them develop a business mindset, teachers need to have a wide range of creativity and entrepreneurship skills; they need a school environment where creativity and risk-taking are encouraged, and where mistakes are considered a learning opportunity. Our education system is responsible for preparing young people to build successful lives. They should be ready for the wide range of possibilities ahead of them, including working for others, starting their own ventures, and contributing to their communities. All of these options require a depth of knowledge in their chosen discipline, as well as creative problem solving skills, leadership abilities, experience working on effective teams, and adaptability in an ever- changing environment. The course aims to provide participants with knowledge and techniques in order to be able to inspire their students and help them develop a business mindset.  Through this course participants will be able: To be empowered in order to prepare students to identify and address challenges and opportunities. To be able to transform creative ideas into business action. To learn which skills and competences should be taught according to EU targets, policies and frameworks. To plan and animate effective learning experiences based on skills, knowledge and attitudes. To learn how to encourage entrepreneurial mindsets. To design a lesson plan or a project about entrepreneurial skills and important abilities like metacognitive abilities, digital capability, social skills and active citizenship, cultural knowledge and expression. Through the Entrepreneurship 2020 Action Plan and the Communication on Education Redesign, the European Commission has highlighted the need to integrate business education into all areas of education, including non-formal learning. In order to support productivity and growth in Europe, it is vital to invest in education and training. Europe needs creative and innovative entrepreneurs; it also needs a flexible and resilient workforce equipped with the necessary and basic skills. The European Commission recognizes entrepreneurship education as a means of boosting the entrepreneurial spirit of young people. In order to inspire their students and help them develop a business mindset, teachers need to have a wide range of creativity and entrepreneurship skills; they need a school environment where creativity and risk-taking are encouraged, and where mistakes are considered a learning opportunity. Our education system is responsible for preparing young people to build successful lives. They should be ready for the wide range of possibilities ahead of them, including working for others, starting their own ventures, and contributing to their communities. All of these options require a depth of knowledge in their chosen discipline, as well as creative problem solving skills, leadership abilities, experience working on effective teams, and adaptability in an ever- changing environment. The course aims to provide participants with knowledge and techniques in order to be able to inspire their students and help them develop a business mindset.  Through this course participants will be able: To be empowered in order to prepare students to identify and address challenges and opportunities. To be able to transform creative ideas into business action. To learn which skills and competences should be taught according to EU targets, policies and frameworks. To plan and animate effective learning experiences based on skills, knowledge and attitudes. To learn how to encourage entrepreneurial mindsets. To design a lesson plan or a project about entrepreneurial skills and important abilities like metacognitive abilities, digital capability, social skills and active citizenship, cultural knowledge and expression. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits , interactive activities, group work, discussion and presentations, peer reviews, online games. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Entrepreneurship Education (PDF) Nicosia 6 daysFor more information click to download pdf file. Entrepreneurship Education (PDF) Testimonial You are friendly, professional, and well organized. Amazing experience! Marijana TesicSerbia Thank you very much for giving me the opportunity to participate in the teacher training course. For me, it was a unique and unforgettable experience! Iveta RorbahaLatvia Great, enthusiastic, and innovative teachers! Monika MišolićCroatia Previous Next Related courses ### Greek Language, History and Culture through ICT Summary Purpose Objectives Greek language is not only one of the most ancient languages but also one of great importance due to the cultural and scientific value of ancient Greek scripts that are saved, nowadays. These scripts are the evidence, that ancient Greeks played an outstanding role on the progress of the European civilization and they were the source of timeless ideas like Democracy, Humanism, Justice and Socialization. Moreover, they greatly contributed to the formalization of the contemporary humanity and culture, as a whole. Personalities like Socrates, Plato, Aristotle, Pythagoras and Herodotus have played a distinguished role in humanities and social sciences. Greek language was the mean for the ancient ideas to surpass the Roman ideology through the ages and become the prerequisite for the Byzantine civilization. Also, Greek is the language of the New Testament and of all the Christian hymns and Byzantine literature. But, the most important fact about Greek is its timeless and unstoppable existence through ages. Today, Greek language is the evolution of the same language that Homer and Pericles spoke hundreds of centuries before. Nevertheless, Greek is one of the official languages of Europe and one of the most interesting classes in curriculums of lower and higher educational institutions around the world. Crete is the ideal location for anyone interesting in Greek Culture, Language and History as the island combines attractions and sightseeing of many important eras, as the Minoan ages or Venetian occupation. As the mythology goes, Zeus was born in Crete. Zeus, who was the leader of the ancient Greek gods, was also the god of philoxenia. So, in Crete, people are willing to welcome every visitor and make him feel as home.At the same time, Heraklion is the capital of the island, with many attractions and museums. Also, there are many places to visit, as the historical center and Knossos palace. Last but not least, Heraklion is ideal to spend your holidays as it combines the local traditional life with the European lifestyle. All that on a well preserved natural environment with beautiful beaches and of course under the Mediterranean climate. The course Greek Language, History and Culture is designed in such a way, that it achieves to accomplish two important goals at the same time. Joining this course will make you embark on a trip of meeting one of the most ancient languages in the world. At the same time, you will meet Cretan culture and lifestyle. So, this course includes language learning together with cultural awareness and activities. It involves lectures about ancient, Byzantine,modern and contemporary Greek history and civilization. Other than that, you will familiarize yourself with the competence of language awareness in diferent communicative scenarios. The basic aim of this particular course is to promote Greek language and Culture through the interplay of language education and cultural emulation. So, the objectives of such a course are to:Familiarize yourself of the ancient Greek literature, poetry and philosophy.Understand and acknowledge the historical continuity between ancient Greece and contemporary Greece through the Byzantine civilization.Learn how to communicate in Greek, in different communicative scenarios.Meet and learn more about the Cretan dialect and culture.Acknowledge how to design teaching materials with the use of digital tools and online programs. Greek language is not only one of the most ancient languages but also one of great importance due to the cultural and scientific value of ancient Greek scripts that are saved, nowadays. These scripts are the evidence, that ancient Greeks played an outstanding role on the progress of the European civilization and they were the source of timeless ideas like Democracy, Humanism, Justice and Socialization. Moreover, they greatly contributed to the formalization of the contemporary humanity and culture, as a whole. Personalities like Socrates, Plato, Aristotle, Pythagoras and Herodotus have played a distinguished role in humanities and social sciences. Greek language was the mean for the ancient ideas to surpass the Roman ideology through the ages and become the prerequisite for the Byzantine civilization. Also, Greek is the language of the New Testament and of all the Christian hymns and Byzantine literature. But, the most important fact about Greek is its timeless and unstoppable existence through ages. Today, Greek language is the evolution of the same language that Homer and Pericles spoke hundreds of centuries before. Nevertheless, Greek is one of the official languages of Europe and one of the most interesting classes in curriculums of lower and higher educational institutions around the world. Crete is the ideal location for anyone interesting in Greek Culture, Language and History as the island combines attractions and sightseeing of many important eras, as the Minoan ages or Venetian occupation. As the mythology goes, Zeus was born in Crete. Zeus, who was the leader of the ancient Greek gods, was also the god of philoxenia. So, in Crete, people are willing to welcome every visitor and make him feel as home.At the same time, Heraklion is the capital of the island, with many attractions and museums. Also, there are many places to visit, as the historical center and Knossos palace. Last but not least, Heraklion is ideal to spend your holidays as it combines the local traditional life with the European lifestyle. All that on a well preserved natural environment with beautiful beaches and of course under the Mediterranean climate. The course Greek Language, History and Culture is designed in such a way, that it achieves to accomplish two important goals at the same time. Joining this course will make you embark on a trip of meeting one of the most ancient languages in the world. At the same time, you will meet Cretan culture and lifestyle. So, this course includes language learning together with cultural awareness and activities. It involves lectures about ancient, Byzantine,modern and contemporary Greek history and civilization. Other than that, you will familiarize yourself with the competence of language awareness in diferent communicative scenarios. The basic aim of this particular course is to promote Greek language and Culture through the interplay of language education and cultural emulation. So, the objectives of such a course are to:Familiarize yourself of the ancient Greek literature, poetry and philosophy.Understand and acknowledge the historical continuity between ancient Greece and contemporary Greece through the Byzantine civilization.Learn how to communicate in Greek, in different communicative scenarios.Meet and learn more about the Cretan dialect and culture.Acknowledge how to design teaching materials with the use of digital tools and online programs. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Greek Language, History and Culture post-education program is addressed to: school and preschool teachers, professors teaching in secondary education, foreign language teachers, educational councils, undergraduate or postgraduate college students and everyone interested in culture, history and language evolution. Methods & Tools Lectures, discussions, group work, presentations, exercises, study visits, video-presentation, audiovisual tools, practical implementations, second language teaching. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to:  Early education - Primary education - Secondary education - Adult education local schools. Special needs education schools. Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Greek Language, History and Culture through ICT (PDF) Testimonial It is a must to come and experience it on your only. No words are enough! Let’s live your course only Crete! ANDREA MAGKOVACzech Related courses ### Creative writing for creative teaching Summary Purpose Objectives Storytelling is a human need that occurred since our ancestors used to live in caves. While storytelling is a way of communication it is also a way of cultivating creativity, transforming ideas, discovering things and transmitting knowledge. Tompkins (1982) suggests 7 reasons why children should write stories (these reasons, of course, also apply to writing poetry): 1) to entertain; 2) to foster artistic expression; 3) to explore the functions and values of writing; 4) to stimulate imagination; 5) to clarify thinking; 6) to search for identity; and 7) to learn to read and write. Creative writing is one of the best ways to engage students in science as it helps students to make ideas their own. This way they understand their subject as a result of their research—and are able to explain it in a way that makes it fresh. “The teaching of writing,” Wallace Stegner could not say often enough, “is Socratic.” By this he seems to have meant that, like Socrates, the writing teacher is a midwife, assisting at the birth of a student’s creation and checking it for signs of life. The method behind such teaching—what is now called the workshop method, was described by Plato 2,300 years ago as “benevolent disputation by the use of question and answer without jealousy.” The teaching of writing, in other words, is Socratic in being an invitation to participate in a conversation. The writing workshop can further the kind of critical thinking skills that students are already being encouraged to use in other aspects of their learning. Making up their own stories helps students learn material in fresh ways. By being actively involved with, and actively interrogating their involvement with the elements that make up our written and oral communication, these young writers of fiction will gain an intuitive and intellectual understanding of its operations. Simply put, one can best understand how something is constructed by attempting to put it together yourself. Creative writers are asking us to believe in their dreams, and this requires that they “get the details right.” Even stories that are based on fantasy or science fiction, with monsters and space aliens, need to obey various rules of logic; they need to “make sense.” For instance, what might the monster eat? What kind of planet would the alien come from? This kind of questioning can open up many new areas of intellectual and emotional interest for student writers of fantasy or science fiction. These are areas that they might not have as easily accessed through other types of writing. Thus, their understanding of their world is deepened. Understand the importance of creativity in education.Discover ways of developing students creativity and self confidence.Get familiar with the philosophy of creative writing.Promote games, simulations and role-play as tools for encouraging participation in writing activities.Train in the “Socratic workshop method”.Become able to design a creative writing workshop.Learn how to teach different subjects through creative writing. Storytelling is a human need that occurred since our ancestors used to live in caves. While storytelling is a way of communication it is also a way of cultivating creativity, transforming ideas, discovering things and transmitting knowledge. Tompkins (1982) suggests 7 reasons why children should write stories (these reasons, of course, also apply to writing poetry): 1) to entertain; 2) to foster artistic expression; 3) to explore the functions and values of writing; 4) to stimulate imagination; 5) to clarify thinking; 6) to search for identity; and 7) to learn to read and write. Creative writing is one of the best ways to engage students in science as it helps students to make ideas their own. This way they understand their subject as a result of their research—and are able to explain it in a way that makes it fresh. "The teaching of writing," Wallace Stegner could not say often enough, "is Socratic." By this he seems to have meant that, like Socrates, the writing teacher is a midwife, assisting at the birth of a student’s creation and checking it for signs of life. The method behind such teaching—what is now called the workshop method, was described by Plato 2,300 years ago as "benevolent disputation by the use of question and answer without jealousy." The teaching of writing, in other words, is Socratic in being an invitation to participate in a conversation. The writing workshop can further the kind of critical thinking skills that students are already being encouraged to use in other aspects of their learning. Making up their own stories helps students learn material in fresh ways. By being actively involved with, and actively interrogating their involvement with the elements that make up our written and oral communication, these young writers of fiction will gain an intuitive and intellectual understanding of its operations. Simply put, one can best understand how something is constructed by attempting to put it together yourself. Creative writers are asking us to believe in their dreams, and this requires that they "get the details right." Even stories that are based on fantasy or science fiction, with monsters and space aliens, need to obey various rules of logic; they need to "make sense." For instance, what might the monster eat? What kind of planet would the alien come from? This kind of questioning can open up many new areas of intellectual and emotional interest for student writers of fantasy or science fiction. These are areas that they might not have as easily accessed through other types of writing. Thus, their understanding of their world is deepened. Understand the importance of creativity in education.Discover ways of developing students creativity and self confidence.Get familiar with the philosophy of creative writing.Promote games, simulations and role-play as tools for encouraging participation in writing activities.Train in the “Socratic workshop method”.Become able to design a creative writing workshop.Learn how to teach different subjects through creative writing. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools Methods & Tools Lectures, workshops, discussions, teamwork, role-playing. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Creative writing for creative teaching (PDF) Related courses ### Museum Education Summary Objectives Getting students interested in the material they are being taught is one of the main challenges teachers face today. One method to do that is to take kids out of the classroom and let them explore the information provided in other educational settings, like a museum. Most people regard museums as non-easily approachable places, especially made for certain categories of the public, rather boring and reflecting an older era. Nevertheless, the educational role of museums has been identified as “the core to museums service to the public”. The public dimensions of museums leads them to perform the public service of education—a term that in its broadest sense includes exploration, study, observation, critical thinking, contemplation and dialogue. When this program is completed, the participants will have the opportunity to realize the importance of the pedagogical role of the Museums and be able to organize an educational visit to a museum. The course is structured on exploring the benefits of formal and informal learning, using pedagogical methodologies to planning investigations, analyze and interpret the results. By the end of the course participants will be able to:Improve their teaching in museums and encourage the collaboration between schools and Museums.Develop pedagogical methodologies for producing and apply knowledge by schools and museums.Support teachers to encourage the creativity of their pupils.Discover how the objects may help in education and get familiar with different methods of learning, such as exploratory learning.Organize lessons using the informal teaching method in a museum. Getting students interested in the material they are being taught is one of the main challenges teachers face today. One method to do that is to take kids out of the classroom and let them explore the information provided in other educational settings, like a museum. Most people regard museums as non-easily approachable places, especially made for certain categories of the public, rather boring and reflecting an older era. Nevertheless, the educational role of museums has been identified as “the core to museums service to the public”. The public dimensions of museums leads them to perform the public service of education—a term that in its broadest sense includes exploration, study, observation, critical thinking, contemplation and dialogue. When this program is completed, the participants will have the opportunity to realize the importance of the pedagogical role of the Museums and be able to organize an educational visit to a museum. The course is structured on exploring the benefits of formal and informal learning, using pedagogical methodologies to planning investigations, analyze and interpret the results.By the end of the course participants will be able to:Improve their teaching in museums and encourage the collaboration between schools and Museums.Develop pedagogical methodologies for producing and apply knowledge by schools and museums.Support teachers to encourage the creativity of their pupils.Discover how the objects may help in education and get familiar with different methods of learning, such as exploratory learning.Organize lessons using the informal teaching method in a museum. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers working in kindergartens, primary schools, lower secondary schools. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Museum Education (PDF) Related courses ### Art Therapy Education Summary Purpose Objectives Since psychologists and educators understood the potential of creative thinking as a teaching tool, education and creativity have gone hand in hand. Art therapy can be defined as cognitive therapy carried out through the creative process. It is a relatively new discipline that keeps changing and defining itself as new uses for it are found and as the times change. The broad and dynamic needs of pupils have been successfully met by art therapy services in schools. Students have benefited from the ability of art-making to reestablish healthy functioning and provide mastery in the midst of feelings of powerlessness Young kids and people of all ages can benefit greatly from engaging in activities related to art. The healing power of art is significant. It encourages empathy, self-awareness, self-control, and time and space management abilities. It also encourages self-esteem and self-expression. Students are able to express sentiments and ideas about psychological difficulties and life events that are too emotionally charged for spoken communication thanks to the symbolic images that are produced. There are frequently more serious difficulties lurking behind the manifestations being seen in the school setting when these issues are investigated in the early stages of treatment. Students are frequently found dealing silently with melancholy, anxiety, social issues, and low self-esteem. The disorder of pupils’ inner selves and their frequently unfavorable realities can be organized via the use of art.Pupils can receive constant and ongoing treatment since they are a “captive” audience. Additionally, the art therapist can act as a liaison between parents and educators, encouraging a more thorough and inclusive view on development and existing barriers. With the help of the smooth integration of art therapy services into other school services, families, teachers, and kids can overcome challenges and regain functioning.The course “Art Therapy Education” is designed for educators who want to grow personally, professionally, and in their relationship with their students by adopting an optimistic, imaginative, and creative outlook, a teaching strategy that emphasizes cooperative learning through practical art-making processes. It’s objective is to demonstrate the therapeutic value of visual arts via hands-on practice using a variety of artistic media, including painting, doll creation, music, mixed media, and theatre. Understand the importance of creativity in education.Discover ways of developing students’ creativity and self-confidence.Create a process for active learning that emphasizes personal experience and expression.Make use of art’s potent therapeutic abilities to foster wellbeing, empathy, and the advancement of one’s own and one’s career;Learn how creating art in special needs school and generally may foster mental and emotional development;know how to use art as a specific kind of communication and as a tool to encourage student integration;Try out several artistic methods to determine how art might best facilitate a productive and happy teacher-student interaction. Since psychologists and educators understood the potential of creative thinking as a teaching tool, education and creativity have gone hand in hand. Art therapy can be defined as cognitive therapy carried out through the creative process. It is a relatively new discipline that keeps changing and defining itself as new uses for it are found and as the times change. The broad and dynamic needs of pupils have been successfully met by art therapy services in schools. Students have benefited from the ability of art-making to reestablish healthy functioning and provide mastery in the midst of feelings of powerlessnessYoung kids and people of all ages can benefit greatly from engaging in activities related to art. The healing power of art is significant. It encourages empathy, self-awareness, self-control, and time and space management abilities. It also encourages self-esteem and self-expression. Students are able to express sentiments and ideas about psychological difficulties and life events that are too emotionally charged for spoken communication thanks to the symbolic images that are produced. There are frequently more serious difficulties lurking behind the manifestations being seen in the school setting when these issues are investigated in the early stages of treatment. Students are frequently found dealing silently with melancholy, anxiety, social issues, and low self-esteem. The disorder of pupils' inner selves and their frequently unfavorable realities can be organized via the use of art.Pupils can receive constant and ongoing treatment since they are a "captive" audience. Additionally, the art therapist can act as a liaison between parents and educators, encouraging a more thorough and inclusive view on development and existing barriers. With the help of the smooth integration of art therapy services into other school services, families, teachers, and kids can overcome challenges and regain functioning.The course "Art Therapy Education" is designed for educators who want to grow personally, professionally, and in their relationship with their students by adopting an optimistic, imaginative, and creative outlook, a teaching strategy that emphasizes cooperative learning through practical art-making processes. It’s objective is to demonstrate the therapeutic value of visual arts via hands-on practice using a variety of artistic media, including painting, doll creation, music, mixed media, and theatre.Understand the importance of creativity in education.Discover ways of developing students’ creativity and self-confidence.Create a process for active learning that emphasizes personal experience and expression.Make use of art's potent therapeutic abilities to foster wellbeing, empathy, and the advancement of one's own and one's career;Learn how creating art in special needs school and generally may foster mental and emotional development;know how to use art as a specific kind of communication and as a tool to encourage student integration;Try out several artistic methods to determine how art might best facilitate a productive and happy teacher-student interaction. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Lectures, workshops, discussions, teamwork, role-playing. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Art Therapy Education (PDF) Related courses ### CLILing with Art and (in) Nature Summary Purpose Objectives Education with a holistic perspective is concerned with the development of the students into lifelong learners and active citizens who will take personal and collective responsibility to support themselves and the “different others” to live with dignity and self-respect in any multicultural environment they will potentially live within an unpedictably evolving globalized ‘risk society’ (Giddens, 1990; Beck 1992). Education with a holistic perspective uses Art and Nature in an active ClILing mode to liberate students’ imagination and creativity and make teaching and learning a unique developmental experience (Perkins, 2006; Efland, 2002; Eisner,2002; Robinson, 2019).Teachers are the social workers (Freire, 2006) who activate their students’ intelligences(Gardner, 2010)‘scaffolding’ them to reach their full potential (Vygotsky 1986, 1994) through acts of meaning ( Bruner, 1997) while cooperating to ‘CLIL’ their subjects. This course aims at ‘scaffolding’ teachers to become able to designcross-curricular lesson plans and projects in order to build “holistic development” teaching and learning environments within their classes and their schools using Art and Nature as educational tools. Class management:Build a safe class environment to prevent bullying and encourage cooperative relationships among students.Design CLIL lesson plans and projects using Art and Nature as educational tools.Cultivate peer-tutoring, peer-observation and peer-review skills.Cultivate Critical Thinking.Cultivate key competences for Lifelong Learning.School management:Open their school to their local society and the world in a way most beneficial for their personal and professional development and their students’ holistic development.Build a safe and productive school community designing cross-curricular activities, which empower relationships among its members (teachers-students – parents) Education with a holistic perspective is concerned with the development of the students into lifelong learners and active citizens who will take personal and collective responsibility to support themselves and the “different others” to live with dignity and self-respect in any multicultural environment they will potentially live within an unpedictably evolving globalized ‘risk society’ (Giddens, 1990; Beck 1992). Education with a holistic perspective uses Art and Nature in an active ClILing mode to liberate students’ imagination and creativity and make teaching and learning a unique developmental experience (Perkins, 2006; Efland, 2002; Eisner,2002; Robinson, 2019).Teachers are the social workers (Freire, 2006) who activate their students’ intelligences(Gardner, 2010)‘scaffolding’ them to reach their full potential (Vygotsky 1986, 1994) through acts of meaning ( Bruner, 1997) while cooperating to ‘CLIL’ their subjects.This course aims at ‘scaffolding’ teachers to become able to designcross-curricular lesson plans and projects in order to build “holistic development” teaching and learning environments within their classes and their schools using Art and Nature as educational tools.Class management:Build a safe class environment to prevent bullying and encourage cooperative relationships among students.Design CLIL lesson plans and projects using Art and Nature as educational tools.Cultivate peer-tutoring, peer-observation and peer-review skills.Cultivate Critical Thinking.Cultivate key competences for Lifelong Learning.School management:Open their school to their local society and the world in a way most beneficial for their personal and professional development and their students’ holistic development.Build a safe and productive school community designing cross-curricular activities, which empower relationships among its members (teachers-students – parents) Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Teachers: primary, secondary, vocational, adult, special needs; Teacher trainers; Head teachers; Principals; Managers of schools. Methods & Tools Cooperative workshops within museums, archeological, urban and nature sites (brainstorming, discussions, teamwork, role-playing, case studies). Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. CLILing with Art and (in) Nature (PDF) Related courses ### UPWORK UPWORK Project: A Pioneering Initiative for Inclusive Vocational Training and Employment.The UPWORK Project, funded under the Erasmus+ program (Project Code: 2023-1-DK01-KA220-VET-000158722), represents a significant stride towards enhancing vocational education and training (VET) for individuals with special needs (SN). OLOKLIROSI is honored to be a key participant in this transformative project, which aims to bridge the gap between vocational training and real-world employment opportunities for SN individuals.Our Mission: UPWORK is dedicated to developing a digital curriculum tailored for VET professionals, alongside flexible training paths for SN learners, particularly in the event management and hospitality sectors. Our mission is to foster social inclusion and empower SN individuals, equipping them with the skills and competencies needed for meaningful employment.Collaborative Effort: The project thrives on the collaborative efforts of a consortium of European partners, each contributing their own unique expertise. Our partners include FO-Aarhus (Denmark), Consorzio Scuola Comunità Impresa (Italy), GUREAK LANEAN (Spain), Fundacja Rozwoju Kwalifikacji STELLA VIRIUM (Poland) and Soro Tori (Italy). This diverse collaboration ensures a comprehensive and multifaceted approach to the project.Outcomes and Impact: UPWORK is set to deliver a range of tangible and intangible outcomes. These include a compilation of best practices across Europe, a comprehensive set of content, statistics, and information highlighting the benefits of employing SN individuals, and a media-based advertising campaign to raise awareness among potential employers. A key outcome is the development of a micro-credential system that will recognize the competencies of learners in the event management and hospitality sectors, enhancing their employability.Our Commitment: As part of the UPWORK project, OLOKLIROSI is committed to driving change and fostering a more inclusive workforce. We are dedicated to the success of this project and to making a lasting impact in the field of vocational education and employment for SN individuals.Stay Informed: We invite you to stay informed about the UPWORK project's progress, insights, and success stories. Follow our updates on our website and social media channels as we work towards transforming lives and reshaping the future of vocational education for individuals with special needs.Together, through the UPWORK project, we are not just training individuals; we are building a more inclusive, diverse, and skilled workforce for the future.For more information, visit the project’s official website: https://upworkproject.eu/ ### EduGreener ERASMUS+ Project 2023-1-ES01-KA210-ADU-000161924 "EDUGREENER”: Pioneering Sustainable Mobility in Adult Education Across Europe Introducing the EDUGREENER Project:OLOKLIROSI is thrilled to partner with CSCI and HIPERACTIVITY in the ERASMUS+ 2023 program – the EDUGREENER project. This European program is dedicated to incorporating sustainability in adult education mobility, ensuring that studying across borders is both enriching and environmentally responsible.Our Mission:The goal of the EDUGREENER initiative is to standardize and develop sustainable practices throughout adult education mobility programs. We seek to smoothly integrate eco-friendly practices into educational exchanges, underlining the need of environmental stewardship.Objectives:Innovative Sustainability Research: Our consortium is committed to identifying and implementing the most effective sustainability methods in transnational mobility.Development of Greener Strategies: The project focuses on generating and promoting sustainable products and processes, seeking to lessen the environmental impact of educational mobilities.knowledge and Education: A important goal is to develop knowledge about sustainability among adults across Europe, establishing an eco-conscious educational environment.Roles and Collaborations:OLOKLIROSI: Spearheading the Best Practices Research in Eastern Europe, including establishing guidelines and a template for data gathering on sustainable practices.CSCI: Leading the Standardization of Greener Practices and Products for adult education mobilities, particularly on Central and Northern Europe.HIPERACTIVITY: Concentrating on research and recommendations in the Mediterranean area, contributing considerably to the project's goals.The Power of Partnership:This project exemplifies the power of teamwork, with each participant bringing their own expertise and perspectives to the forefront. Together, we are paving a path to a more sustainable future in adult education.Stay Connected: We encourage you to join our transforming journey. Our website provides updates on our progress,discoveries, and insights into the EDUGREENER initiative. Your involvement is critical in our quest of sustainableeducational practices.Get in Touch:For further details, questions, or to get involved, feel free to contact us at erasmuslearn@gmail.com .OLOKLIROSI, CSCI, and HIPERACTIVITY: Uniting for Sustainable Futures in Education  ### Roscommon Youth Service 2 He Roscommon Youth Service 2 project KA152-YOU-4DF209E4 aims to provide opportunities for personal growth and learning to disadvantaged young people, including those with intellectual disabilities. Participants will travel to Ireland, Greece and Spain to gain exposure, build skills and broaden networks.Objectives:-Build confidence and independence in participants through new experiences.-Develop language, digital, learning and interpersonal skills.-Increase understanding of social inclusion, cultural diversity and European citizenship.-Connect with other youth to share challenges and solutions.-Gain knowledge of education, employment and youth work in other countries.Outcomes:Increased confidence, independence and life skills in participants.New networks and connections across countries.Greater knowledge of social inclusion, culture, language and youth work abroad.Exposure to opportunities and solutions applicable in local communities.The project aligns with EU strategy on inclusion, diversity, education and youth. It aims to fully include disadvantaged young people in society by providing transformative experiences through international exchange. Opening minds and building competencies, the project helps participants reach their potential regardless of barriers like disability, isolation or economic disadvantage. ### E-DEI in VET The E-DEI in VET project KA210-VET-000100598 promotes diversity and inclusion in vocational education and training (VET) across Europe. Discrimination in VET perpetuates broader social inequities, so inclusion is crucial. Click to visit web site e-dei in vet. Using an "expansion approach", the project builds understanding between groups. Partners from Greece and Italy develop resources enabling VET trainers to implement diversity, equity and inclusion (DEI) practices. Objectives: -Reduce discrimination in VET and workplaces. -Train VET trainees and professionals in DEI. -Share best practices. Outcomes: Methodology and handbook for applying DEI in VET. Video lessons and eLearning platform. Pilot training workshop. The project equips VET to shape inclusive societies valuing diversity. Focusing on mindsets and connections, it drives systemic change in vocational education across Europe. Through expansion of thinking and relationships within VET systems, the E-DEI in VET project works to implement sustainable change that will open up opportunities regardless of ability, gender, age, ethnicity or background. Building understanding through sharing of knowledge and experiences, the project aims to reduce discrimination and promote inclusion across European communities and workplaces over the long term. ### STEAMDIVE The  STEAMDIVE project KA220-SCH-000086968 aims to promote inclusion, diversity and creative thinking in education through innovative uses of STEAM (Science, Technology, Engineering, Art and Mathematics). The project will develop an integrated set of educational resources focused on diversity, accessible to schools across Europe.  A central part of the project involves developing a comprehensive STEAM for Diversity curriculum. This curriculum provides learning activities and lesson plans for integrating topics of inclusion, empathy and cultural diversity within STEM subjects for secondary school students. The curriculum adopts a chapter-based framework, with content co-created by partners based on their expertise. The project also focuses on using visual arts, especially filmmaking, to strengthen understanding of diversity and inclusion. Students will collaborate to produce three short films highlighting issues of gender diversity, special educational needs, and race diversity. Workshops will train students in areas like scriptwriting, filming and editing techniques to create these films. The films aim to foster empathy, creative thinking and awareness of social issues. To further promote diversity through technology and art, the project includes developing two software applications. The first, Maths to Cubism (MTC), teaches students to create digital cubist-style paintings using geometric shapes. Students learn coding to manipulate shapes, then create art inspired by famous cubist painters. The second application, Mirror of Diversity (MOD) is an interactive digital mirror that generates 3D models of students' faces, then transforms the models to different ethnicities. This helps students view diversity and inclusion from new perspectives. Partners represent organizations from Greece, Serbia, Portugal, Poland and Turkey. Resources and results will be available to schools across Europe to support progress on diversity, accessibility and inclusion in education. By fostering creative thinking, empathy and social awareness in students through innovative STEAM approaches, the project aims to build a future generation equipped to celebrate diversity and shape a more inclusive society. Press Release Heraklion, August 27, 2024 Oloklirosi Launches Film Workshops on Diversity as Part of STEAMDIVE Project Heraklion, Greece – August 26, 2024 – Oloklirosi, a leading organization in educational innovation, is proud to announce the launch of a series of Film Workshops on Diversity under the STEAMDIVE project, an initiative aimed at integrating art into STEAM (Science, Technology, Engineering, Art, and Mathematics) education to promote diversity and inclusion. The workshops, which will be conducted by award-winning scriptwriter and director Lefteris Giannakoudakis, will train teachers to guide students in the creation of short films that address critical social themes such as gender diversity, racial equality, and the inclusion of individuals with special educational needs. Focusing on key areas of film production, the workshops will cover: - Scriptwriting: Teachers will learn to craft compelling narratives that emphasize the importance of diversity and inclusion. - Directing: Participants will gain hands-on experience in directing, learning how to bring their stories to life on screen. - Editing and Post-production: The final stage will cover the technical aspects of editing, ensuring that the films are polished and impactful. Teachers from Greece, Portugal, and Serbia will participate in these workshops and then pass on their newly acquired skills to their students. The resulting films, created under the guidance of these trained teachers, will be showcased across various platforms to promote awareness and highlight the importance of diversity in education and society. "These workshops represent an exciting fusion of creativity and education," said Amalia Niniraki, Director at Oloklirosi. "By collaborating with Lefteris Giannakoudakis, we are ensuring that the teachers receive top-notch training, which they will pass on to students who will explore societal issues through a creative lens. The films they create will serve as powerful tools for raising awareness about diversity and inclusion." The STEAMDIVE project, supported by the Erasmus+ program, aims to bridge the gap between STEAM education and social consciousness by incorporating art into traditionally technical subjects. This initiative represents a new approach to educational innovation, with the ultimate goal of fostering inclusivity, creativity, and critical thinking in students. About Oloklirosi Oloklirosi is a forward-thinking educational organization committed to advancing innovative teaching methods and promoting inclusive education. Through initiatives like the STEAMDIVE project, Oloklirosi seeks to empower educators and students alike to address societal challenges through creative and meaningful projects. Contact Information: Nikolaos Kamnakis General Manager Oloklirosi  Phone: +306974423264 Email: kamnakis at gmail.com  Website: www.erasmuslearn.eu  ### Checklist for Gender-Responsive Learning Environments 2022-1-DE03-KA210-SCH-000081528“Gender-Responsive Learning Environment through Gender-Sensitive Educators”Project Output 1: Checklist for Gender-Responsive Learning EnvironmentsTSA Bildung & Ausbildungszentrum GmbH (pdf)Gender-Sensitive Educators MOOC (a massive open online course) is for teachers, educators, and teaching staff about gender-sensitive teaching methodologies and pedagogy.About CourseThe project was designed to build a European community to pay attention to gender-related issues and how to integrate a gender-responsive learning environment into concrete actions through the standardization process. With this European community, Checklists for Gender-Responsive Learning Environments were created and implemented in each partner institution to establish standardizations of gender equality in the education system. We made a digital and innovative teacher training course, Gender-Sensitive Educators MOOC (a massive open online course), to teach teachers about gender-sensitive teaching methodologies and pedagogy. With all this information and selected priorities, this project presented a ‘window of opportunity for strengthening gender equality within educational policy by benefiting from the critical competencies of the European Education Area. Quiz Click here The Gender-RLE-Gender-SE project KA210-SCH-493C327F aims to promote gender equality and inclusion within education systems and learning environments across Europe. Partners in Germany, Turkey and Greece will develop standards, resources and training enabling educators to implement gender-responsive practices.Objectives:-Develop standards for gender equality in partner schools.-Create checklists for inclusive learning environments.-Offer MOOC training teachers in gender-sensitive teaching.-Gain input from youth focus groups.Expected outcomes:Standards for gender equality in partner institutionsChecklists for gender-responsive classroomsMOOC training teachers in gender-sensitive teachingYouth focus groups providing recommendationsThe project translates policy into practice through collaborative resource and skills development. With a focus on relationships and mindsets, it drives systemic change making education accessible regardless of gender. The vision is of schools where people of all genders thrive equitably through an understanding of inclusive practices. ### Met-Vet MET-VET is an Erasmus+ KA220-VET-73F8B619 project that aims to turn VET centres into advocates of the “greening process” by developing an innovative set of tools that support environmental awareness among VET learners and their educators through metacognition. Here is what we are going to develop in the next two years(from 2022 to 2024: Metacognition for Environmental Thinking Competence Framework “Metacognition for an Environmental Approach to VET” Learner and Facilitator MOOC VET Reflective Digital Story Library and Creation Guide VET Metacognition Change Management Toolkit ### IAEJE Description Details Partners The main objective of the IAEJE project is to use artificial intelligence as an enabler of the employability and autonomy of young Europeans.The project has partners from Turkey, Portugal, Greece, France and Romania and will last for 32 months. These countries will develop four hackathons, which will result in the creation of a digital platform dedicated to young Europeans’ employability promotion.The hackathons will focus on three major areas:• Health, artificial intelligence and ethics;• Digitization and entrepreneurship;• Heritage conservation.The expected results are:• A mechanism for anticipating changes in the employment market, which will favor professional mobility through Artificial Intelligence;• A digital platform providing diversified training courses, including job opportunities at European level;• Reducing the number of the unemployed in Europe thanks to a digital tool to support job search;• Improving teamwork at European level;• Promoting the use of social networks as a vehicle for curricular promotion. AcronymIAEJE – KA201TitleL’intelligence artificielle au service de l’employabilité et de la autonomie des jeunes européensProgramErasmus +Key ActionStrategic Partnerships for School EducationReference2018-1-FR01-KA201-048131StatusClosedStart Date01-10-2018End Date31-05-2020 Lycée Général et Technologique HONORE de BALZAC (France) (Coordinator)Scoala Gimnaziala Horea (Romania)Ortakoy 80.Yil Mesleki Ve Teknik Anadolu Lisesi (Turkey)ErasmusLearn By Oloklirosi Single Member Private Company (Greece)Buyuk Ortadogu Saglik Ve Egitim Vakfi (Turkey) The main objective of the IAEJE project is to use artificial intelligence as an enabler of the employability and autonomy of young Europeans.The project has partners from Turkey, Portugal, Greece, France and Romania and will last for 32 months. These countries will develop four hackathons, which will result in the creation of a digital platform dedicated to young Europeans’ employability promotion.The hackathons will focus on three major areas:• Health, artificial intelligence and ethics;• Digitization and entrepreneurship;• Heritage conservation.The expected results are:• A mechanism for anticipating changes in the employment market, which will favor professional mobility through Artificial Intelligence;• A digital platform providing diversified training courses, including job opportunities at European level;• Reducing the number of the unemployed in Europe thanks to a digital tool to support job search;• Improving teamwork at European level;• Promoting the use of social networks as a vehicle for curricular promotion.AcronymIAEJE – KA201TitleL’intelligence artificielle au service de l’employabilité et de la autonomie des jeunes européensProgramErasmus +Key ActionStrategic Partnerships for School EducationReference2018-1-FR01-KA201-048131StatusClosedStart Date01-10-2018End Date31-05-2020Lycée Général et Technologique HONORE de BALZAC (France) (Coordinator)Scoala Gimnaziala Horea (Romania)Ortakoy 80.Yil Mesleki Ve Teknik Anadolu Lisesi (Turkey)ErasmusLearn By Oloklirosi Single Member Private Company (Greece)Buyuk Ortadogu Saglik Ve Egitim Vakfi (Turkey) ### Second Language Acquisition in Childhood Summary Objectives Learning a second language is crucial in a world with open borders and a fast pace where communication is unrestricted. According to the school curriculums, teachers play a crucial role in facilitating the children to learn a second language. A variety of teaching and learning approaches has been implemented, some of which are: learning grammar rules, vocabulary, memorizing phrases and dialogues, engagement in tasks and games while speaking in the new language. However, in order to communicate effectively with the students, teachers should not only focus on textbooks but also take into account the individual learners’ characteristics, development of knowledge and their ability to use it as well as the environments for learning a second language. The aim of investigating second language learning in childhood is to provide professionals with the opportunity to understand how children acquire a second language, investigate some of the theories of child language learning and teaching methods and apply them based on the learning environment and the needs and abilities of children. Learning a second language is crucial in a world with open borders and a fast pace where communication is unrestricted. According to the school curriculums, teachers play a crucial role in facilitating the children to learn a second language. A variety of teaching and learning approaches has been implemented, some of which are: learning grammar rules, vocabulary, memorizing phrases and dialogues, engagement in tasks and games while speaking in the new language. However, in order to communicate effectively with the students, teachers should not only focus on textbooks but also take into account the individual learners’ characteristics, development of knowledge and their ability to use it as well as the environments for learning a second language.The aim of investigating second language learning in childhood is to provide professionals with the opportunity to understand how children acquire a second language, investigate some of the theories of child language learning and teaching methods and apply them based on the learning environment and the needs and abilities of children. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Addressed to: school and preschool teachers, professors teaching in secondary education, foreign language teachers, educational councils, undergraduate or postgraduate college students. English B2 (Upper-Intermediate) is necessary. Methods & Tools Lectures, discussions, group work, presentations, exercises, study visits, video- presentation, audiovisual tools, practical implementations, teaching proposals. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Second Language Acquisition in Childhood (PDF) Testimonial ErasmusLearn taught and convinced us. The course was organized very well. There was a good balance between theory and practical information! Bald VandekerckhoveBelgium Related courses ### Edward de Bono’s Six thinking hats for effective problem solving and exploring new ideas Summary Objectives Six thinking hats is a thinking skills training course from Edward de Bono which teaches parallel thinking as an alternative to argument.  Six thinking hats helps put our opinions and egos aside so we can focus on a way forward, without argument. Participants learn how to separate emotion from facts, the positive from the negative and critical thinking from creative thinking. The main objective of the course is to prepare participants to professionally lead creative and constructive thinking sessions in schools or their organisations. By the end of the course participants will have a substantial understanding of creative and constructive thinking framework and models (following dr. Edward de Bono’s methodology). Six thinking hats is a thinking skills training course from Edward de Bono which teaches parallel thinking as an alternative to argument.  Six thinking hats helps put our opinions and egos aside so we can focus on a way forward, without argument. Participants learn how to separate emotion from facts, the positive from the negative and critical thinking from creative thinking.The main objective of the course is to prepare participants to professionally lead creative and constructive thinking sessions in schools or their organisations. By the end of the course participants will have a substantial understanding of creative and constructive thinking framework and models (following dr. Edward de Bono’s methodology). Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Anyone seeking innovative and creative thinking tools or a process to make individual and team thinking more productive and efficient. Methods & Tools Lectures, exercises, discussions, teamwork, role-playing, study visits. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion 1 weekFor more information click to download pdf file. Edward de Bono’s Six thinking hats for effective problem solving and exploring new ideas (PDF) Related courses ### Hello world! Welcome to WordPress. This is your first post. Edit or delete it, then start writing! ### Athens Preregister Experience Athens, Greece Athens Preregister NOW! Secure your places by filling below the form ### Athens Courses ATHENS Experience Athens, Greece ΟΙD: E10020547 Enjoy Athens and our courses! Athens, Greece ΟΙD: E10020547 ### Athens Experience Athens, Greece Courses in Athens ΟΙD: E10020547 Athens has been the capital of Greece since 1834 and is the largest and most densely populated city in the country. According to the 2021 census conducted by the Hellenic Statistical Authority (ELSTAT), the permanent population of Athens and the Municipality of Athens is 637,798 residents, while the permanent population of the Athens Urban Area amounts to 3,059,764 residents. It is named after the goddess Athena. Located in Attica, in eastern Central Greece, Athens is one of the world’s oldest cities, with its recorded history dating back to 3200 BCE.Ancient Athens, initially a settlement on the Acropolis, evolved in the 6th century BCE into a powerful city-state that developed in conjunction with its port, originally Phaleron and later Piraeus. By the 6th century BCE, it had become the most important center of arts, knowledge, and philosophy, serving as the seat of Plato's Academy and Aristotle's Lyceum. It is widely referred to as the birthplace of democracy and often considered, alongside ancient Greece more broadly, the "cradle of Western civilization."Modern Athens is the hub of Greece's economic, industrial, political, and cultural life. According to Eurostat, the Greater Urban or Metropolitan Area of Athens (with a permanent population of 3,622,246 residents according to the 2021 census) is the 6th most populous in the European Union. Its population was estimated at 4,013,368 residents in 2004. The legacy of the Classical Era is still evident in the city, represented by ancient monuments and works of art, with the most famous being the Parthenon, considered an iconic monument of ancient Western civilization. The city also retains Roman and Byzantine monuments, along with a small number of Ottoman monuments, while its historic core features elements showcasing the city's historical continuity. Athens is home to two UNESCO World Heritage Sites: the Acropolis and the medieval Monastery of Daphni.The central square of Athens is Syntagma Square, named after the military and popular uprising and the gathering that took place there on September 3, 1843. This gathering of the army and the people of Athens led to King Otto accepting the Constitution, which was adopted the following year by the National Assembly. The square is located in front of the Hellenic Parliament on Amalias Avenue and the Monument of the Unknown Soldier. It features a fountain, garden, trees, statues, and cafés, and houses a central metro station.From Syntagma, Ermou Street begins—a pedestrian street approximately one kilometer long that connects Syntagma Square with Monastiraki. Ermou is lined with numerous fashion shops and, in 2008, was ranked the 11th most expensive retail street in the world. However, due to the economic crisis, many stores closed, and by 2013, Ermou had dropped to the 31st position. Nearby, the renovated Army Pension Fund building on Panepistimiou Street now includes a department store and several upscale brand shops. Omonia Square is, alongside Syntagma, one of Athens' oldest squares. It is home to several dining establishments and is served by electric and metro stations. The square often becomes a focal point for celebrations of athletic victories, such as those following Greece's wins at Euro 2004 and EuroBasket 2005. In 1988, "The Runner" (Dromeas), a glass sculpture by artist Costas Varotsos, was erected in Omonia but was relocated in 1994 to the Square of the Great School of the Nation, across from the Hilton Hotel.Other notable squares include: Klafthmonos Square (March 25 Square); Kotzia Square (Town Hall Square or National Resistance Square) featuring the Town Hall, the Melas Mansion, and the National Bank building; Monastiraki Square with a historic 11th-century church of the Theotokos and an Ottoman mosque converted into a museum; Plastira Square in Pangrati; Kypseli Square; Rigillis Square on Vasilissis Sofias Avenue; Eleftherias-Koumoundourou Square; Agiou Georgiou Karytsi Square; Agiou Konstantinou Square; Amerikis (Unmarried Men’s) Square; Anexartisias (Independence) Square in Vathi; Victoria-Kyriakou Square; Kaningos Square; Filikis Eterias (Kolonaki)Courses in AthensΟΙD: E10020547 ### Malaga Experience Malaga, Spain Courses in Malaga ΟΙD: E10098723 Málaga (/ˈmæləɡə/ ⓘ; Spanish: [ˈmalaɣa] ⓘ) is a municipality of Spain, capital of the Province of Málaga, in the autonomous community of Andalusia. With a population of 578,460 in 2020, it is the second-most populous city in Andalusia and the sixth most populous in the country. It lies in Southern Iberia on the Costa del Sol ("Coast of the Sun") of the Mediterranean, primarily in the left bank of the Guadalhorce. The urban core originally developed in the space between the Gibralfaro Hill and the Guadalmedina. Málaga's history spans about 2,800 years, making it one of the oldest continuously inhabited cities in Western Europe. According to most scholars, it was founded about 770 BC by the Phoenicians from Tyre as Malaka.[6] From the 6th century BC the city was under the hegemony of Ancient Carthage, and from 218 BC, it was under Roman rule, economically prospering owing to garum production.[7] In the 8th century, after a period of Visigothic and Byzantine rule, it was placed under Islamic rule. In 1487, the Crown of Castile gained control in the midst of the Granada War. In the 19th century, the city underwent a period of industrialisation followed by a decay in all socioeconomic parametres in the last third of the century. The cuisine of Málaga and the wider Costa del Sol is known for its espetos, fish (most often sardines) grilled over open fires in the chiringuitos located near the beaches.[98] The espeto has been proposed as a candidate for designation by UNESCO as an intangible cultural heritage. Bilingual education in schoolsSince the launch of the 'Plan de Fomento del Plurilingüismo' in 2005, 169 schools in Málaga have included bilingual education in their programmes.[109] Although English is the most usual second language, many other primary and secondary schools in Málaga offer the choice of French, German, Arabic, Portuguese or Chinese. This first action has been followed by a second project run by the Junta de Andalucia. The so-called "Plan Estratégico de Desarrollo de las Lenguas en Andalucía" intends to provide pupils with a basic level (B1) of at least one foreign language.[110]Courses in MalagaΟΙD: E10098723 ### Malaga Courses MALAGA Experience Malaga, Spain ΟΙD: E10098723 Enjoy Malaga and our courses! Malaga, Spain ΟΙD: E10098723 ### Malaga Preregister Experience Malaga, Spain Malaga Preregister NOW! Secure your places by filling below the form ### Cancellations and Reimbursements of Course Cancellations and Reimbursements of Course Cancellations must be communicated via Mail (Contact Us).Enrolled students who cannot take part in the course for any reason can always be replaced by another participant from the same organization, free of charge.Participants who cancel at least 3 months before the beginning of the course(s), ErasmusLearn will refund the entire amount.Participants who cancel at least 4 weeks before the beginning of the course(s), ErasmusLearn will refund the entire amount, minus 20% of the course fee.Participants who cancel less than 4 weeks before the beginning of the course, ErasmusLearn will retain the entire amount and the students will be allowed to join another course/session in the following 12 months.In case of force majeure the Foundation will offer the possibility to change dates and course to students.There is no refund if cancelling is made on date of arrival or within 1 day from course start date, which includes no-shows or cancellation is made after commencement of a course.Absence from lessons for personal reasons, early departure and late arrivals, are no reasons for making up lessons or reimbursements. ### Prague Preregister Experience Prague, Czech Republic Prague Preregister NOW! Secure your places by filling below the form ### test courses by a.a ### Prague Experience Prague, Czechia Courses in Prague ΟΙD: E10020547 Prague is a central European political, cultural, and economic hub with a rich history and Romanesque, Gothic, Renaissance, and Baroque architecture. It was the Kingdom of Bohemia’s capital and the residence of several Holy Roman Emperors, most notably Charles IV (r. 1346–1378).Prague is home to a number of well-known cultural attractions, many of which survived the violence and destruction of 20th-century Europe.Main attractions include Prague Castle, Charles Bridge, Old Town Square with the Prague astronomical clock, the Jewish Quarter, Petřín hill and Vyšehrad.The historic center of Prague has been on the UNESCO list of World Heritage Sites since 1992.The city has more than ten major museums, along with numerous theaters, galleries, cinemas, and other historical exhibits. An extensive modern public transportation system connects the city It is home to a wide range of public and private schools, including Charles University in Prague, the oldest university in Central Europe.The city is traditionally one of the cultural centres of Europe, hosting many cultural events. Some of the significant cultural institutions include the National Theatre (Národní Divadlo) and the Estates Theatre (Stavovské or Tylovo or Nosticovo divadlo), where the premières of Mozart's Don Giovanni and La clemenza di Tito were held. Other major cultural institutions are the Rudolfinum which is home to the Czech Philharmonic Orchestra and the Municipal House which is home to the Prague Symphony Orchestra. The Prague State Opera (Státní opera) performs at the Smetana Theatre.The city has many world-class museums, including the National Museum (Národní muzeum), the Museum of the Capital City of Prague, the Jewish Museum in Prague, the Alfons Mucha Museum, the Prague Postal Museum, the African-Prague Museum, the Museum of Decorative Arts in Prague, the Náprstek Museum (Náprstkovo Muzeum), the Josef Sudek Gallery and The Josef Sudek Studio, the National Library, the National Gallery, which manages the largest collection of art in the Czech Republic and the Kunsthalle Praha, the newest museum in the city.https://www.youtube.com/watch?v=idg6vW3vXtE 10 Reasons to go to Prague Castle Astronomical Clock Charles Bridge Prague Old Town Square Old Town Hall Tower Vltava river cruise Jewish Quarter Riegrovy Sady Zizkov TV Tower Wenceslas Square Courses in Prague, CzechiaΟΙD: E10129663 ### Prague Courses PRAGUE Experience Prague, Czechia ΟΙD: E10020547 Enjoy Prague and our courses! Prague, Czech Republic ΟΙD: E10020547 ### Erasmus plus ka2 Erasmus+ KA2 ### test-group Arts & Culture Classroom Management & Coaching Enviromental Language Social & Divercity Digital Tools & Innovation ### Madrid Courses MADRID (Torrejon) Experience Madrid(Torrejon), Spain ΟΙD: E10098723 Enjoy Madrid(Torrejon) and our courses! Madrid(Torrejon), Spain ΟΙD: E10098723 ### Milan Courses MILAN (Novara) Experience Milan(Novara), Italy ΟΙD: E10196510 Enjoy Milan(Novara) and our courses! Milan(Novara), Italy ΟΙD: E10196510 ### Paris Courses PARIS Experience Paris, France ΟΙD: E10020547 Enjoy Paris and our courses! Paris, France ΟΙD: E10020547 ### Nicosia Courses NICOSIA Experience Nicosia, Cyprus ΟΙD: E10129663 Enjoy Nicosia and our courses! Nicosia, Cyprus ΟΙD: E10129663 ### Heraklion Courses HERAKLION Experience Heraklion Crete, Greece ΟΙD: E10020547 Enjoy Heraklion and our courses! Heraklion Crete, Greece ΟΙD: E10020547 ### test search ### TEST search loop grid ### Milan Experience Milan(Novara), Italy Courses in Milan(Novara) ΟΙD: E10196510 Milan (/mɪˈlæn/ mil-AN, US also /mɪˈlɑːn/ mil-AHN, Milanese: [miˈlãː] ; Italian: Milano [miˈlaːno]  is a city in northern Italy, regional capital of Lombardy, the largest city in Italy by urban population and the second-most-populous city proper in Italy after Rome. The city proper has a population of about 1.4 million, while its metropolitan city has 3.22 million residents. The urban area of Milan is the fourth-most-populous in the EU with 6.17 million inhabitants. According to national sources, the population within the wider Milan metropolitan area (also known as Greater Milan) is estimated between 7.5 million and 8.2 million, making it by far the largest metropolitan area in Italy and one of the largest in the EU. Milan is the economic capital of Italy, one of the economic capitals of Europe and a global financial centre. Milan is a leading alpha global city, with strengths in the fields of art, chemicals, commerce, design, education, entertainment, fashion, finance, healthcare, media (communication), services, research, and tourism. Its business district hosts Italy's stock exchange (Italian: Borsa Italiana), and the headquarters of national and international banks and companies. In terms of GDP, Milan is the wealthiest city in Italy, having also one of the largest economies among EU cities. Milan is viewed along with Turin as the southernmost part of the Blue Banana urban development corridor (also known as the "European Megalopolis"), and one of the Four Motors for Europe. Milan is a major international tourist destination, appearing among the most visited cities in the world, ranking second in Italy after Rome, fifth in Europe and sixteenth in the world. Milan is a major cultural centre, with museums and art galleries that include some of the most important collections in the world, such as major works by Leonardo da Vinci. It also hosts numerous educational institutions, academies and universities, with 11% of the national total of enrolled students.https://www.youtube.com/watch?v=tXrLglKm6dE Courses in MilanΟΙD: E10196510 ### Madrid Preregister Experience Madrid, Spain Madrid Preregister NOW! Secure your places by filling below the form ### ErasmusLearn Heraklion Crete, Nicosia, Paris, Milan, Madrid, Prague New Heraklion, Crete, GreeceOID:E10020547Click HereSlide 1 HeadingLorem ipsum dolor sit amet consectetur adipiscing elit dolorClick Here Previous slide Next slide Training Courses available also in Nicosia OID:E10129663, Paris OID:E10020547, Madrid OID:E10020547, Prague OID:E10020547 about us Organization ID:E10020547 Erasmuslearn education centre is a part of the Lifelong Learning Centre “Oloklirosi”. Oloklirosi is certified by the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) and the General Secretary for Lifelong Learning of the Ministry of Education (GGDBM) with authorization code number 192011586 and accredited with ISO 27701:2019 and ISO 27001:2013. Erasmuslearn has trained more than 1500 participants (teachers/lecturers) from all over Europe, via its Key Action 1 (KA1) – Mobility of Individuals in School and Vet education.The Erasmuslearn educational center provides 45 different courses in several European cities and can be accessed through the School Education Gateway (SEG).In addition as a lifelong learning center, Oloklirosi provides:– educational and vocational training services to unemployed, vulnerable social groups and employees, on modern subjects that meet the real needs of the labour market in order to: a) promote the unemployed  people and people from vulnerable social groups to the labour market and b) upgrade employees’ skills,– counseling and vocational guidance services, studies conduction services on the labour market, and– entrepreneurship counseling and specialized entrepreneurship counseling services in the social economy.Our organization has good connections with companies, Schools and VET Centers in Crete and all over Greece. We also connect with European networks host/sending trainees for VET mobility interships and provide them high level job placement in a variety of fields such as:Agriculture, Business administrative services, Marketing, Office management, Retail management, Entrepreneurship, Economy, Computer networking, Computer programming, Computer repair, Information technology, Computer science, Gastronomy (food preparation, culinary arts, pastry arts and Creative Mediterranean cuisine), Hospitality management & tourism, Logistics and Supply Chain Management, Nursery, Smart homes, Smart appliances.Oloklirosi specializes in writing Erasmus+ propositions and in the last years it has been a successful partner in several KA220 and KA210 projects in School and VET education.For more informations click here  Oloklirosi-ProfileInspire, Learn, Communicate, in the best hospitality environment. MOST DEMANDED COURSES 2024 EXPLORE ALL COURSES JUST RELEASED COURSES EXPLORE ALL COURSES Its all about crete Crete (Greek: Krti ['kriti]) is the largest and most populous of the Greek islands, as well as the 88th largest island in the world and the fifth largest in the Mediterranean Sea, after Sicily, Sardinia, Cyprus, and Corsica. The region of Crete, which includes Crete and a number of surrounding islands and islets, is one of Greece's 13 top-level administrative units. Heraklion is the capital and largest city. Crete contributes significantly to Greece's economy and cultural heritage while retaining its distinct local cultural characteristics (such as its own poetry and music). It was once the heart of the Minoan civilization (c. 2700-1420 BC), Europe's earliest known civilization. The famous Knossos palace is one of the most extraordinary places you can visit during your staying in Heraklion. Crete is also famous for its landscape, which combines exotic beaches with high mountains, making it a unique travelling destination all over the year. TRAINING LOCATIONS Greece OID:E10020547 All courses Heraklion Cyprus OID:E10129663 All courses Nicosia France OID:E10020547 All courses Paris Italy OID:E10020547 All courses Milan Madrid OID:E10020547 All courses Madrid Chech OID:E10020547 All courses Prague Wonderful experience in Heraklion: a city full of colors, great people with huge hearts. I will definitely come back. Find a course where I learned useful things to become a better version of teacher and of myself. Serena MazzoneIntercultural Education Thank you for the welcoming and great courses you offer. It is been a pleasure to have met such friendly people of Crete. I really learned and enjoyed it. ANA TERESA CARBONERO MORENOEnvironmental Education The course I have chosen inspired me in many ways. What I like the best is that your trainers don’t overload us with theoretical stuff but they inspired us to ‘’feel’’ and understand the concept of coaching and they empowered us with a deep knowledge that can be expected in the future. Paulo CostaCoaching in the classroom My learning experience at ErasmusLearn was excellent. My course was not only about Clil but also about innovation and technology, which was a bonus. The instructor was very professional and the employees were very helpful. Maria Isabel Antunes de Sousa LezónCLIL: Innovation & Effectiveness in Teaching It was a lovely experience. The exercises thought me about how the students are filling in difficult situations and how important is the prevention of violence. Ali NelidaPrevention of Violence and Child Abuse After this course, I feel richer as a person. I confirmed that it is important for me and my job, to know who I am, what I need, and what I want. The course was of high quality. Our teacher Kostis was a great person and like a teacher. I met wonderful people and I share experiences with them. Thank you for the excellent experience. Slavica ŽUŽIĆStress Management in Schools ErasmusLearn is a very serious course provider and offers interesting and useful courses. They are a united team and they do useful things. Trainers are well trained and collaborated very well with us. I learned new things. Loredana ZapanInclusive Education Through Arts I fully recommend this course because the organization is well prepared, the instructors are professional and open to our needs of the course, and goals and involvement are as little stress as possible. I leave feeling good and positive. Anna McmurrayEffective Communication I likely recommend this course to anyone who wants, first of all, to meet inspiring people with profound knowledge and skills in the areas of teaching. Every single part of the course was so motivating, supportive, and educational. Sonja TrajchevaSTEAM education Previous Next come visit us 1rst Branch 150 62 Martiron Ave Heraklion Crete, Greece P.C 71303 +30 2810-312123 erasmuslearn@gmail.com 2rst Branch Agia Barvara, Heraklion Crete, Greece P.C 70003 +30 28940-23600 erasmuslearn@gmail.com send us a message Contact us and we will happily respondhttps://www.youtube.com/watch?v=Cx45l1XWPIE&t=43shttps://www.youtube.com/watch?v=h9Pcweg6HQg&t=3shttps://www.youtube.com/watch?v=zzGRTEqQtaE&t=32shttps://www.youtube.com/watch?v=AfD7RoSaO84&t=13shttps://www.youtube.com/watch?v=IYTCevKRci0 follow us Facebook-f Instagram Youtube Linkedin ### TEST slide Erasmus+ Training Courses in Crete Heraklion OID:E10020547Training Courses available also in Nicosia OID:E10129663, Paris OID:E10020547, Madrid OID:E10020547, Prague OID:E10020547 Previous slide Next slide ### TEST1 Greece All courses OID:E10020547 Heraklion Greece All courses OID:E10020547 Athens Cyprus All courses OID:E10129663 Nicosia France All courses OID:E10020547 Paris Italy All courses OID:E10196510 Milan Spain All courses OID:E10020547 Madrid Spain All courses OID:E10020547 Malaga Czechia All courses OID:E10020547 Prague Best things to do in Crete Best things to do in Athens Best things to do in Nicosia Best things to do in Paris Best things to do in Milan Best things to do in Madrid Best things to do in Malaga Best things to do in Prague Ιnstructor ErasmusLearn ErasmusLearn Ιnstructor ErasmusLearn ErasmusLearn Ιnstructor ErasmusLearn ErasmusLearn Ιnstructor ErasmusLearn ErasmusLearn Chief Executive Officer Amalia Niniraki Founder, Director of ErasmusLearn, Course Director, European Project Manager. Marketing Director Antonis Papazoglou Marketing & Development Director. EU Project Manager Lefteris Giannakoudakis Creative writing for creative teaching,Digital stories in the classroom,Storytelling and digital filmmaking in the classroom,Steam Training Director Nikos Kamnakis Head Office Manager, General Training Director. Technical Manager George Barmpounis Supervisor Electrician, Administrator,Webmaster, Database Manager. Secretary Valia Titaki General secretary in Heraklion, Paris, Madrid, Prague. Ιnstructor Kostis Flouris ErasmusLearn Ιnstructor Nikos Sopasis ICT in Inclusive Education, CLIL, Modern Methodologies for Teaching. Ιnstructor Giannis Tsagarakis 3D Printing and Robotics in Education,Robotics in Steam Education. Ιnstructor ioanna Anagnostaki Inclusive Education for All, Inclusive Education through Arts. Ιnstructor Astrinos Tsoutsoudakis Steam Education, 3D Printing and Robotics in Education Ιnstructor Aspasia Vasilaki Environmental EducationMuseum Education. Ιnstructor Maria Giampoulaki ErasmusLearn Ιnstructor Paloma Rubio Galan ErasmusLearn Ιnstructor Michalis Vakis Steam Education, 3D Printing and Robotics in Education Ιnstructor Rafael Diaz ICT - AI and Digital Tools in Education. Ιnstructor Kostas Vassakis ErasmusLearn City guide in Heraklion Veta Tampaki ErasmusLearn come visit us 1rst Branch 150 62 Martiron Ave Heraklion Crete, Greece P.C 71303 +30 2810-312123 erasmuslearn@gmail.com 2rst Branch Agia Barvara, Heraklion Crete, Greece P.C 70003 +30 28940-23600 erasmuslearn@gmail.com send us a message Contact us and we will happily respond ### Paris Preregister Experience Paris, France Paris Preregister NOW! Secure your places by filling below the form ### Milan Preregister Experience Milan, Italy Milan Preregister NOW! Secure your places by filling below the form ### Nicosia Preregister Experience Nicosia, Cyprus Nicosia Preregister NOW! Secure your places by filling below the form ### Heraklion Preregister Experience Heraklion, Crete, Greece Heraklion Preregister NOW! Secure your places by filling below the form ### All courses FIND YOUR COURSE Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment. ### Our Staff OUR STAFF Chief Executive Officer Amalia Niniraki Founder, Director of ErasmusLearn, Course Director, European Project Manager. Marketing Director Antonis Papazoglou Marketing & Development Director. EU Project Manager Lefteris Giannakoudakis Creative writing for creative teaching,Digital stories in the classroom,Storytelling and digital filmmaking in the classroom,Steam Training Director Nikos Kamnakis Head Office Manager, General Training Director. Technical Manager George Barmpounis Supervisor Electrician, Administrator,Webmaster, Database Manager. Secretary Valia Titaki General secretary in Heraklion, Paris, Madrid, Prague. Project Manager Maria kampitaki ErasmusLearn Project Manager Alexandros Tzortzakakis ErasmusLearn Ιnstructor Kostis Flouris ErasmusLearn Ιnstructor Nikos Sopasis ICT in Inclusive Education, CLIL, Modern Methodologies for Teaching. Ιnstructor Astrinos Tsoutsoudakis Steam Education, 3D Printing and Robotics in Education Ιnstructor Nikos Sopasis ICT in Inclusive Education, CLIL, Modern Methodologies for Teaching. Ιnstructor ioanna Anagnostaki Inclusive Education for All, Inclusive Education through Arts. Ιnstructor Giannis Tsagarakis 3D Printing and Robotics in Education,Robotics in Steam Education. Ιnstructor Michalis Vakis Steam Education, 3D Printing and Robotics in Education Ιnstructor Aspasia Vasilaki Environmental EducationMuseum Education. Ιnstructor Maria Giampoulaki ErasmusLearn Ιnstructor Kostas Vassakis ErasmusLearn Ιnstructor Paloma Rubio Galan ErasmusLearn Ιnstructor Rafael Diaz ICT - AI and Digital Tools in Education. City guide in Heraklion Veta Tampaki ErasmusLearn ### TEST Summary Objectives Learning a second language is crucial in a world with open borders and a fast pace where communication is unrestricted. According to the school curriculums, teachers play a crucial role in facilitating the children to learn a second language. A variety of teaching and learning approaches has been implemented, some of which are: learning grammar rules, vocabulary, memorizing phrases and dialogues, engagement in tasks and games while speaking in the new language. However, in order to communicate effectively with the students, teachers should not only focus on textbooks but also take into account the individual learners’ characteristics, development of knowledge and their ability to use it as well as the environments for learning a second language. The aim of investigating second language learning in childhood is to provide professionals with the opportunity to understand how children acquire a second language, investigate some of the theories of child language learning and teaching methods and apply them based on the learning environment and the needs and abilities of children. Learning a second language is crucial in a world with open borders and a fast pace where communication is unrestricted. According to the school curriculums, teachers play a crucial role in facilitating the children to learn a second language. A variety of teaching and learning approaches has been implemented, some of which are: learning grammar rules, vocabulary, memorizing phrases and dialogues, engagement in tasks and games while speaking in the new language. However, in order to communicate effectively with the students, teachers should not only focus on textbooks but also take into account the individual learners’ characteristics, development of knowledge and their ability to use it as well as the environments for learning a second language.The aim of investigating second language learning in childhood is to provide professionals with the opportunity to understand how children acquire a second language, investigate some of the theories of child language learning and teaching methods and apply them based on the learning environment and the needs and abilities of children. Course Language EnglishNote: Participants must have at least a CEFR level B2 knowledge of English in order to be able to participate actively. Target Groups Addressed to: school and preschool teachers, professors teaching in secondary education, foreign language teachers, educational councils, undergraduate or postgraduate college students. English B2 (Upper-Intermediate) is necessary. Methods & Tools Lectures, discussions, group work, presentations, exercises, study visits, video- presentation, audiovisual tools, practical implementations, teaching proposals. Study Visits During the course, we also organize study visits to local schools. We discuss with participants their needs and we organize study visits to cover these needs. We usually organize study visits to: Early education - Primary education - Secondary education - Adult education local schools.Special needs education schools.Museums. In course fee includes Coffee Breaks that include traditional products.Guided tour of the Historical Center of the town.Dinner in a traditional restaurant of the town.Europass Mobility.A small gift with traditional Cretan products.Certificate of Attendance, for participants who attend at least 80% of the course. Heraklion For more information click to  download pdf file. Second Language Acquisition in Childhood (PDF) Testimonial ErasmusLearn taught and convinced us. The course was organized very well. There was a good balance between theory and practical information! Bald VandekerckhoveBelgium Related courses ### Form Preregister for all Pre Register Form Inspire, Learn, Communicate, in the best hospitality environment. ### Torrejon Experience Madrid (Torrejon), Spain Courses in Madrid (Torrejon) ΟΙD: E10098723 Torrejón de Ardoz is a municipality of Spain belonging to the Community of Madrid. It is located to the east of the city of Madrid, near the A-2, the highway connecting Madrid and Barcelona and is essentially a dormitory town, mostly consisting of apartments, a large mall and a park containing models of many famous European landmarks. The European Union Satellite Centre, an agency of the European Union, is located in Torrejón de Ardoz. It is also the location of the headquarters of the Instituto Nacional de Técnica Aeroespacial, the Spanish space agency. Through the streets of its old town, which has places of great cultural interest, you can learn about its long history. Today, its Europa Park delights young and old alike. La Casa Grande, dating from the fourteenth or fifteenth century, was once the work house of the Jesuits. When the Jesuits were banished (18th century), it was used for several functions in different hands: it was the barracks of the Civil Guard, and now it is an important hotel and artistic center, which is worth a visit for its wine press, patios and cellars. It also houses an important collection of Byzantine icons. Another tourist attraction in this municipality is, without a doubt, the church of San Juan Evangelista. Located in the modern Plaza Mayor, this church built in the sixteenth century was more modest and smaller than we know it today, since in the seventeenth century it was enlarged to its present form. Inside it holds one of the artistic treasures of the town: the Martyrdom of St. John the Evangelist, painted by Claudio Coello in 1675. Madrid is Spain's capital and most populous city. The city has a population of nearly 3.4 million people and a metropolitan area population of approximately 6.7 million. It is the European Union's (EU) second-largest city, and its monocentric metropolitan area is the EU's third largest. While Madrid has modern infrastructure, many of its historic neighborhoods and streets have retained their appearance and feel. The Plaza Mayor, the Royal Palace of Madrid; the Royal Theatre with its restored 1850 Opera House; the Buen Retiro Park, founded in 1631; the 19th-century National Library building (founded in 1712) containing some of Spain's historical archives; many national museums; and the Golden Triangle of Art, located along the Paseo del Prado and comprising three art museums: Prado Museum, the Reina Sofía Museum, a museum of modern art, and the Thyssen-Bornemisza Museum. Cibeles Palace and Fountain has become one of the monument symbols of the city.Madrid will surprise you with its tranquil historic spots that charm everyone walking by, in addition to its famous museums, busy streets dotted with all kinds of shops, restaurants with world cuisine, and unbeatable nightlife.Here you'll find traditional family-run, century-old bars where friends meet up for a drink, every style of neighbourhood and cultural centres that offer up an alternative type of tourism. The authenticity of Madrid is difficult to match. It is friendly and diverse. Madrid is without a doubt one of the most interesting cities in Europe. 10 Reasons to go to Torrejon-Madrid Parque Europa El Retiro Park Plaza Mayor Museo Nacional del Prado Puerta del Sol Temple of Debod Puerta de Alcalá Gran Vía San Miguel Market Catedral de la Almudena Courses in Madrid (Torrejon)ΟΙD: E10098723 ### Nicosia Experience Nicosia , Cyprus Courses in Nicosia ΟΙD: E10129663 Nicosia (Lefkosia in Cypriot) is one of the European capitals most unjustly snubbed by tourists. It is the last divided capital in the world: a geographical, political and cultural division between Greece and Turkey. For tourists, this fracture is an element that adds further fascination to this city with a millenary history, surprisingly rich in museums, monuments and cultural attractions. Although the wounds left by the dramatic episodes of the Turkish occupation are still open, today Nicosia is a modern and lively city enlivened by cultural ferment and nightlife. It really doesn’t deserve the treatment that most tourists give it, which is a quick half-day visit. Stay longer, taking advantage of the cheap hotel prices (much lower than those on the coast) and savor the magical atmosphere of this undiscovered capital. https://www.youtube.com/watch?v=IWazfgagKPk&t=141sCourses in Nicosia, CyprusΟΙD: E10129663 ### Locations TRAINING LOCATIONS​ Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment. come visit us 1rst Branch 150 62 Martiron Ave Heraklion Crete, Greece P.C 71303 +30 2810-312123 erasmuslearn@gmail.com 2rst Branch Agia Barvara, Heraklion Crete, Greece P.C 70003 +30 28940-23600 erasmuslearn@gmail.com send us a message Contact us and we will happily respond ### Months MONTHS Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment. ### Paris Experience Paris, France Courses in Paris ΟΙD: E10020547 Paris, France's capital, is a major European city and a global center for art, fashion, gastronomy and culture. Its 19th-century cityscape is crisscrossed by wide boulevards and the River Seine. Beyond such landmarks as the Eiffel Tower and the 12th-century, Gothic Notre-Dame cathedral, the city is known for its cafe culture and designer boutiques along the Rue du Faubourg Saint-Honoré.For centuries, Paris has been one of the most important and appealing cities in the world. It is admired for the opportunities it provides for business and commerce, study, culture, and entertainment; its gastronomy, haute couture, painting, literature, and intellectual community are particularly well known. Its nickname "the City of Light" ("la Ville Lumière"), earned during the Enlightenment, is still applicable, as Paris has maintained its importance as a center for education and intellectual pursuits. 10 Reasons to go to Paris https://www.youtube.com/watch?v=AQ6GmpMu5L8 Eiffel Tower Musee d'Orsay The Louvre The Arc de Triomphe Dine at street café Notre Dame Cathedral Sacre-Coeur Montmartre Panthéon Pont Alexandre III Courses in ParisΟΙD: E10020547 ### Erasmus+ Funding How can my organisation apply for EU grant? If you don’t have experience with EU proposals, applying for Erasmus grant can be a bit confusing. In reality it’s not that hard! Here’s what you have to do: In order to apply for Erasmus+ grant you will need an EU Login account by which you login to all the online applications and an OID number (Organisation ID) . After completing STEP 1 you can submit your application in EU Participant Portal for Grant via KA1 (mobility deadline: 23.12.2023 at 12:00 CET) or Erasmus Accreditation (deadline: 19.10.2023 at 12:00 CET). Find a course that suits your needs from a wide selection of 35 courses in our website.  As you can see we are focused on the development of entrepreneurial and communication skills, relationships, empowerment of teachers, creativity, teaching science, managing stress etc. All of our courses are connected with the ERASMUS+ MAIN PRIORITIES IN 2023 which are:Inclusive Erasmus+, including the integration of refugeesGreen Erasmus+ (Climate and biodiversity mainstreaming)Digital Erasmus+Participation in democratic life, common values and civic engagementWith pre-registration to one of our courses you’ll pre-book your place and prove established relationship with your national agency. After that we will send you a pre-registration confirmation. Download an application form from your National agency website and prepare a proposal under the Key Action 1 (KA1), Learning Mobility of Individuals. Use the Erasmus + guide 2023 (Available languages 24) in order to complete your submission.Note that there is just one deadline each year so don’t miss it! If your organization doesn’t apply, you’ll have to wait until next year for grant approval. In writing Erasmus+ application you will also need our OID number, which is E10020547 . Don’t hesitate to communicate us for assistance if you meet any problems. Submit the application to your National agency. All the files are submitted online, so you’ll need to scan documents. Keep your fingers crossed and check webpage of your national agency for results. Majority of eligible countries publish results in late spring/early summer (May, June). When you receive positive feedback from your agency, please let us know so we can confirm your chosen dates. After you receive a grant approval notice, you’ll need to sign a contract with your national agency. It takes around two months from grant approval to the transfer of grants to your organisation. ### Heraklion Experience Heraklion Crete, Greece Courses in Heraklion ΟΙD: E10020547 Heraklion is Crete's largest urban center, the region's capital, and the island's economic center. The Minoan civilization, the first European civilization, flourished on this land 5000 years ago. The municipality of Heraklion currently has a population of around 150.000 people. Heraklion is located on the island's north coast, about 80 kilometers from the town of Rethymnon and 135 kilometers from the city of Hania. Agios Nikolaos (60 km) and Sitia (60 km) are located to the east (130km).It is a very dynamic and cosmopolitan town, especially in the summer when thousands of visitors can be seen shopping in the market or visiting museums and other places of interest. The city has also made remarkable progress in academic and technological fields over the last 20 years. It is strategically located in the southern Mediterranean Sea, connecting three continents and many different cultures. Knossos Palace is one of Crete's most popular tourist attractions. It is about 5 kilometers south of Heraklion and is easily accessible by car or bus. The palace was first built during the Neolithic period, but it expanded most significantly during the Minoan period. Knossos was the Minoan civilization's largest and most important palace. It was discovered in 1878 and fully excavated in 1930. Visitors can now visit the ruins of this fascinating ancient palace and learn about its history and significance. Tickets and prices are easily accessible online. Every year, over one million people visit the Knossos archaeological site. https://www.youtube.com/watch?v=wxkc-02Tw-MWhen visiting Heraklion for the first time, visitors will discover a city that combines history with a bright future. You can walk through one of the most historically and socially fascinating cities on the Mediterranean, on streets free of traffic noise and rush hour. The city has opened up in so many ways, making it a place of exploration. These changes also bring harmony: between Heraklion's traditionally warm, considerate people and the fine buildings that surround us, open public spaces, and views of the sea. Many landmarks tell the story of the city and the island that gave birth to gods, rebellion, and a place that inspires everyone who feels Crete's spirit.Today, Heraklion is caught between the fast-moving currents of regeneration and a strong desire to maintain ties to the past. Both of these strands define its personality. In the last century alone, we have seen huge changes in buildings and streets that reflect Crete's changing fortunes, which can be easily followed. The city's 'old town' areas, which date back to medieval times, now provide visitors with some fantastic walks in the heart of the city. Koules and the ArsenalsRocca a Mare, also known as Koules in Turkish, is the Venetian fortress that stands at the entrance to the city harbor. It has a mixed history; for centuries, it, like the great city walls and ditches, was used to protect against invaders. With its vast dark corridors and cells, the fortress also served as a prison for many Cretan rebels and those who violated the rules imposed by successive Crete occupiers. The battlements of Koules, which is built on two levels, command a commanding view of Heraklion. Looking back towards the city you will see the strong arches which housed boats under repair and were used as an arsenal for storing guns and gunpowder. The greatest threat to the Venetian stronghold of Heraklion, or Candia, as it was named, was thought to come from the seaward side of the city, and indeed, many naval skirmishes were fought off this coast. The view northward takes in the uninhabited island of Dia, where evidence of ancient Minoan settlement (approx. 2700-1450 BC) was found by the diver, Jacques Cousteau. Boat trips can be booked from travel shops throughout central Heraklion, as can excursions to various places of interest.25th of August StreetThe car free 25 August St. is directly opposite the Old Harbour and extends to Lion Square. It takes its name from a massacre of ‘martyrs’ which occurred in 1898. This involved the killing of many Cretans and, crucially, British in this area, by the Turks, finally forcing the ‘Great Powers’ (Britain, France and Russia) to recognize Crete’s struggle. These events led eventually to the declaration of a Cretan State and, finally, unification with Greece in 1913. Old and modern buildings compete for space now on the street named to remember the 25th of August. Walking up the short hill, and passing the shops and tourist offices, we reach St. Titus’ Cathedral. Saint Titus, a fellow traveller of Saint Paul, preached the gospel in Crete during Roman rule and was martyred in Gortyn, where a 7th Century basilica stands in his memory. His church in Heraklion was built during the second Byzantine period, when it first served as the city’s cathedral. During Venetian rule, it housed the seat of the Catholic archbishop and was renovated in 1466, only to be ruined in a fire in 1544. During the Turkish Occupation it served as a mosque and was called Vizier Tzami, when a minaret was added, now gone. The present-day structure is the result of further renovations after its almost entire destruction by a strong earthquake in 1856, and later work which followed in 1922. The skull of St Titus was transferred here from Venice in 1956 and has since been kept in the church. A little further and you discover the Venetian architecture of the Loggia which functioned as a club for the nobility to gather and relax. The Loggia is a wonderful example of Venetian building, unmistakable with its semi-circular arches. It was built in the 16th century and was located in the Piazza dei Signori (Square of the Administrative Authorities). Today, the Loggia, decorated with sculptured coat of arms, trophies and metopes, houses part of the town-hall of Heraklion. The Loggia was awarded the Europa Nostra first prize in 1987 for the best renovated and preserved European monument of the year.  St. Mark's Basilica, almost next door, is now the Municipal Art Gallery and often host to art and crafts exhibitions, almost always open to visit.Built in 1239 in the Piazza delle Biade (Square of Blades), it was at one time the Cathedral of Crete.The Basilica belonged to the reigning Duke, eventually becoming his burial place.In May 2006, the Basillica was host to the First International Conference on Ethics and Politics, featuring speakers from all over the world.You will welcome its cool, dignified interior and may begin to feel the great age of this city in its venerable walls. Liondaria, or Lion SquareThis is the heart of Heraklion where tourists and locals share the small space around the fountain, exchanging glances and perhaps a few words. Business and pleasure combine here, and it is the place to meet for whatever purpose or no purpose. To give some background, it might also be called the Morosini Fountain or, Liondaria in Greek or, more properly, Plateia Eleftheriou Venizelou. The decorated fountain is composed of eight cisterns and decorated with stone relief, depicting figures of Greek mythology, Nymphs, Tritons, sea monsters and dolphins, while the main basin is supported by four sitting lions balancing a circular bowl on their heads. Francesco Morosini, the Italian governor, had it built to commemorate Venetian success in bringing much needed water, through a brilliantly executed viaduct system from Mount Youchtas, to the centre of the city. Morosini was still in charge when the Turks captured the city.No need to be hungry here. The bougatsas, or vanilla cream pies, are great for breakfast, and there are plenty of omelet, crepe and souvlaki places around. You will always be given water when you sit to order something, and might well be charmed into sitting for quite a while in any of these worthwhile establishments. On the far side of the square, you might prefer the renewed Handakos Street, now closed to traffic. Handakos, a busy thoroughfare since antiquity, is an attractive place to walk, shop or rest. The Market Agios Minas Cathedral Plateia Eleftherias (Liberty Square) Archaeological Museum The City Walls Other places to visit near Heraklion The Market Walk slowly through the Agora, the Market Street that runs alongside a shopping boulevard called 1866, after a Cretan uprising. From top to bottom, with some shaded sideways exits, this old Market Street is still a place for ‘Herakliotes’ to come every day to find socks, shirts, herbs, fish and fresh meat. It’s a good place to find thyme honey, raki (the Cretan clear spirit) among shops selling everything; from selections of Cretan music to the finest cheese. This market has a long history, always a place to meet and make plans. Walk the side-streets and you will smell good Cretan food and feel the buzz around you.Cafés here do not distinguish much between Greeks and foreigners, neither do the inexpensive eating houses that serve good food to all who enter. At the top end, at the last turn, find the fish market and some great little fish ouzeries (smaller and less formal than a taverna) that fill up at night and provide excellent, simple, seafood.Plateia Kornarou lies at the top of the market, with a lovely Venetian fountain of its own, the Bembo Fountain, probably the oldest fountain of the city, and it bears some very good decoration, although it has ceased to fount. The Bembo Fountain was built in 1588 by Venetian architect Zuanne Bembo. It is decorated with columns, Venetian family coats-of-arms and a headless male statue, brought here from Ierapetra. At one time, people believed that the statue had supernatural powers and, every May, religious rituals were organised in its honour. The atmospheric kafeneio alongside it, still serving Greek coffee and aperitifs from an antique stone pavillion at its centre, is a great reminder of Crete’s Turkish past. The Plateia itself is named after Vitsenzos Kornaros (1553 to approx.1614), composer of the epic poem Erotokritos, which is regularly performed around Crete, and still evokes pride in every Cretan heart. From here, it is close to Agios Minas Cathedral or, in the opposite direction, Freedom Square. Agios Minas Cathedral You will find plenty of life around the wide space in front of the cathedral, dedicated to the Patron Saint of Heraklion and one of Greece’s largest churches, completed in a cruciform shape with twin towers. The church suffered damage in the battles for the city and needed thirty years to be rebuilt. In 1896 it was inaugurated with lavish celebrations.The plateia also contains a wonderful collection of religious icon paintings, housed inside the strong walls of the much older church of Agios Minas, and the Basilica of Agia Ekaterini, (Saint Katherine) built in 1555 and the site of a renowned school of Renaissance painters and writers in the 16th and 17th Centuries. Inside the church can be seen the work of Mikail Damaskinos among other representatives of the Cretan School. The plateia (square) here takes its name from this church, rather than the great cathedral. Plateia Eleftherias (Liberty Square) The spacious Plateia Eleftherias is worth exploring, built in a crescent shape alongside the Archaeological Museum and close to Heraklion’s municipal buildings and the main foreign Consulates. Apart from breathing space, it offers the shaded park of Georgiades, a fine place to rest the feet and watch the busiest intersection in Heraklion. On the seaward side of the square is the entrance to St. George’s Gate, used from Venetian times as a passage between the city and its port, the entrance is down stone steps, leading to an atmospheric dome-roofed chamber and the lower exit. The passage may still be accessed and is often the venue for art exhibitions. It is all that remains now of an important mediaeval entrance to the city. There are plenty of eating and drinking houses that occupy the north side of the square. Archaeological Museum The world famous Heraklion Archaeological Museum was built between 1937 and 1940 on a site that had been occupied during the Venetian Period by an imposing Catholic monastery of St. Francis, which was destroyed by the earthquake of 1856. The Museum houses archaeological finds from all over Crete. Pride of place goes to the treasures of the earliest European civilization, the Minoan, which can here be admired in all its historical continuity. The City Walls Heraklion is surrounded by a formidable medieval wall, which was used to protect it from enemies. Owing to this, the city enjoyed the reputation as a well-fortified state in the Mediterranean basin. It stood up to a siege from the Turks for 21 years, but was finally seized in 1669 after its betrayal by a Greek-Venetian engineer who informed the invaders of the walls’ weaknesses at east and west bastions. It is possible now to walk along the top of these walls and enjoy a view over the city. You may reach the Grave of the Cretan writer Nikos Kazantzakis (1883-1957), where it is written: “I hope for nothing, I fear nothing; I am free”. Other places to visit near Heraklion Agia Pelagia, 18 kilometers west of Heraklion, is a popular tourist destination with every convenience and stunning beaches. The beach is a narrow sand spit. The bay is protected from meltemias (northeastern summer winds), and the sea is almost always calm. There are umbrellas and deckchairs available, as well as the option to rent water bikes and participate in water sports. The waters are deep with great clarity, so don’t forget your mask. Along the narrow beach you will find one tavern after another. The prices of the food here are typical of the tourist areas of Crete. There are a variety of shops in the same area, including goldsmiths, silversmiths, souvenir shops, internet cafes, an ATM, and car rental offices. There are still small bars and cafes, but no large clubs. In Agia Pelagia, the night is relatively quiet.Rethymnon is one of Greece’s best-preserved medieval cities, with Venetian fortifications that blend harmoniously with Orthodox and Catholic churches, imposing Venetian residences, arches, and cobbled streets, creating an awe-inspiring atmosphere for visitors. With its picturesque alleys and beautiful monuments, Rethymnon has preserved its urban fabric as it existed during the Venetian and Turkish periods. Near the old town, you can visit the largest fortress in Crete, the majestic fortress of Fortezza. Other attractions include the small Venetian harbor with the lighthouse, the Venetian Loggia, the Rimondi Fountain, the Municipal Garden, the Lady of the Angels, and the Arkadiou Street Venetian mansions. Finally, visitors can swim on Rethymno’s endless beach, which begins east of the port.Agios Nikolaos is the modern cosmopolitan capital of the Lasithi prefecture. Every summer, crowds congregate at the port’s famous bars and the picturesque lake of Voulismenis, a small lagoon in the city center used for mooring boats. Due to its very deep waters, dozens of legends are associated with it, such as that it has no depth. Before leaving Crete in 1944, the Germans dumped war materials at the lake’s bottom. A small pine park grows above the lake, and a stone-built path leads from there to the lake’s southern end, where fishing boats are moored. The neoclassical buildings, the marina (Crete’s first marina), the islet of Agioi Pantos with its protected Cretan goats, Kitroplateia with its taverns, and the pedestrian street with its cafes are also attractions in Agios Nikolaos. The stairs, which are almost everywhere because the city is built on very steep slopes, are also impressive. Courses in HeraklionΟΙD: E10020547 ### All Dates ALL DATES Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment. ### VET Mobility Vocational Education and Training Mobility project for VET learners and staff VET mobility has a clear value in helping young people open up their minds, widen their social, professional and transversal skills and develop a taste for innovation and initiative and a sense of European citizenship. Our main goal is to promote educational and training programs, both in European and International level, aiming to develop skills, human resources and improving the labor market.That way our VET projects are framed into a strategic approach of the participating organizations (aimed at modernizing and internationalizing their mission). We can host VET learners and accompanying staff in the stunning island of Crete for the agreed time (minimum two weeks) and provide them transportation, convenient and affordable accommodation, cultural programs, and high level job placement in a variety of fields such as Business & Administration business administrative services, marketing, office management, retail management, entrepreneurship, economy, analysis. Computing computer networking, computer programming, computer repair, information technology, computer science. Gastronomy food preparation, culinary arts, food preparation, pastry arts and Creative Mediterranean cuisine. Hospitality & Tourism hospitality management & services. Logistics and Supply Chain Management Nursery Smart homes-Smart appliances Our organization cooperates with the most important companies of Crete, offering an ideal experience that combines job placement and education in unique environments, so that we ensure that the learning outcomes of participating staff are properly recognized and that the learning outcomes are disseminated and widely used within the organization.The program includes:Transfer to and from the airportFull board accommodationWork orientation sessions, tutoringCultural activities, school visitsMonitoring and evaluationCertification & Europass MobilityVocational English if needed Program for the VET projects​ 1st Day – starting day of the project, arrival of the participants to Heraklion .Welcoming the group upon arrival.Show the participants useful places including accommodation, the city center and main places.2nd Day – Introductory meeting with Oloklirosi – the hosting organization.Opening of the course and socio-cultural preparation.The program for the rest of the days of the 1st week includes:Presentation of the participants to the companies.Meeting with the tutors – Introduction to the specific subjects of each field.Seminar hours “towards a competitive market”.School visitsInterviews with institutions in Heraklion (accompanying the participants to the professional visits and translate from Greek to English).The program for the 2nd and the rest weeks includes:Work placement in the institution in Heraklion.Regular meetings between participants and Oloklirosi.Cultural events.Organize monitoring meetings with participants every week during the whole stay.Monitoring visits with the companies to check the work placement.Airport pickupOloklirosi will order a minibus for the transport of participants from the airport to their accommodation. The same procedure will apply for the participants’ departure.In case you do not need our pick up service, we will help you with all transport information.Local TransportParticipants will receive all the required tickets and cards to use on all public transport during the stay in Heraklion.AccommodationThe participants will be accommodated in shared apartments/houses in the center of the town. You will be given further information about the apartments before arrival date.AllowanceIf contractually agreed, participants will be given an allowance (the amount is up to mutual agreement) to buy meals for themselves.The project coordinator will give the participants useful information and recommendations concerning the catering possibilities.Job placementOloklirosi is able to provide a job placement in any required field corresponding to project objectives and the participant's past experience, skills and linguistic ability (the working language at work placement will be English).Oloklirosi will cooperate with coordinating the organization on creation and the elaboration of the work plan for each participant. We will organize interviews and the introduction of participants to the companies of their practiceBefore the start of the work placement, each participant will be accompanied by the project coordinator to visit their work placement’s institution, where they will meet the staff and discuss the kind of work he/she will be expected to do. At this meeting, a work plan will be defined for each participant. Participants will be expected to work the same hours as permanent staff, a normal working week is approximately 40 hours in all sectors of activity.If necessary, Oloklirosi will arrange work placements to be changed in order to better suit the needs and wishes of each participant.Language coursesWe are offering English language courses for all levels. The progress of students is evaluated through final tests.Socio-cultural PreparationThis preparation is aimed at helping people adapt to a foreign cultural environment and providing them with practical information about life in Heraklion and inform them about all cultural and tourist attractions in Heraklion.Monitoring, Evaluating, AdministrationOloklirosi organizes regular meetings and individual discussion with participants in order to successfully monitor the progress of the program. Oloklirosi regularly sends reports about the development of the part of the project to the sending organization.CertificationThe participants receive three different kinds of certificates.The first certificate is issued by the company where the work placement has been carried out, and includes details about the tasks and responsibilities undertaken by the participants while on the placement.The second certificate is made out by OLOKLIROSI confirming the participant’s successful completion of the language course.The third certification is the Europass mobility document. OLOKLIROSI will cooperate actively with sending organization in the issuing of this document. ### Organization Profile Organization ProfileOrganization OID: E10020547Erasmuslearn education centre is a part of the Lifelong Learning Centre “Oloklirosi”. Oloklirosi is certified by the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) and the General Secretary for Lifelong Learning of the Ministry of Education (GGDBM) with authorization code number 192011586 and accredited with ISO 27701:2019 and ISO 27001:2013.In addition as a lifelong learning center, Oloklirosi provides:– educational and vocational training services to unemployed, vulnerable social groups and employees, on modern subjects that meet the real needs of the labour market in order to: a) promote the unemployed  people and people from vulnerable social groups to the labour market and b) upgrade employees’ skills,– counseling and vocational guidance services, studies conduction services on the labour market, and– entrepreneurship counseling and specialized entrepreneurship counseling services in the social economy.Erasmuslearn has trained more than 1500 participants (teachers/lecturers) from all over Europe, via its Key Action 1 (KA1) – Mobility of Individuals in School and Vet education. The Erasmuslearn educational center provides 50 different courses in several European cities and can be accessed through the School Education Gateway (SEG).Our organization has good connections with companies, Schools and VET Centers in Crete and all over Greece. We also connect with European networks host/sending trainees for VET mobility interships and provide them high level job placement in a variety of fields such as:Agriculture, Business administrative services, Marketing, Office management, Retail management, Entrepreneurship, Economy, Computer networking, Computer programming, Computer repair, Information technology, Computer science, Gastronomy (food preparation, culinary arts, pastry arts and Creative Mediterranean cuisine), Hospitality management & tourism, Logistics and Supply Chain Management, Nursery, Smart homes, Smart appliances.Oloklirosi specializes in writing Erasmus+ propositions and in the last years it has been a successful partner in several KA220 and KA210 projects in School and VET education.For more informations click here Oloklirosi Profile ### Contact Us come visit us 1rst Branch 150 62 Martiron Ave Heraklion Crete, Greece P.C 71303 +30 2810-312123 erasmuslearn@gmail.com 2rst Branch Agia Barvara, Heraklion Crete, Greece P.C 70003 +30 28940-23600 erasmuslearn@gmail.com send us a message Contact us and we will happily respond ### erasmus plus ka1 courses ALL COURSES Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment.Our Erasmus Plus KA1 courses are carefully designed to address professional needs and develop skills using innovative teaching methods and strategies. We use active learning methods in order to maximize benefits for the participants and enable them to start using the new skills straight ahead.We organize our courses in Crete Greece, which is one of the most beautiful location in the world, Nicosia, Paris, Madrid, Milan and Prague TRAINING LOCATIONS​ Greece All courses OID:E10020547 Heraklion Cyprus All courses OID:E10129663 Nicosia France All courses OID:E10020547 Paris Italy All courses OID:E10020547 Milan Madrid All courses OID:E10020547 Madrid Chech All courses OID:E10020547 Prague ### ErasmusLearn Heraklion Crete, Nicosia, Paris, Milan, Madrid, Prague Erasmus+ Training Courses in Crete Heraklion OID:E10020547Training Courses available also in  Athens OID:E10020547, Nicosia OID:E10129663, Paris OID:E10020547, Madrid OID:E10098723, Malaga OID:E10098723, Milan OID:E10196510, Prague OID:E10020547 about us Organization OID:E10020547 Erasmuslearn education centre is a part of the Lifelong Learning Centre “Oloklirosi”. Oloklirosi is certified by the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) and the General Secretary for Lifelong Learning of the Ministry of Education (GGDBM) with authorization code number 192011586 and accredited with ISO 27701:2019 and ISO 27001:2013.Read more.....Erasmus+ KA1 CoursesInspire, Learn, Communicate, in the best hospitality environment. FIND YOUR COURSE MOST DEMANDED COURSES 2025 EXPLORE ALL COURSES JUST RELEASED COURSES EXPLORE ALL COURSES Its all about Heraklion, Crete Crete (Greek: Krti ['kriti]) is the largest and most populous of the Greek islands, as well as the 88th largest island in the world and the fifth largest in the Mediterranean Sea, after Sicily, Sardinia, Cyprus, and Corsica. The region of Crete, which includes Crete and a number of surrounding islands and islets, is one of Greece's 13 top-level administrative units. Heraklion is the capital and largest city. Crete contributes significantly to Greece's economy and cultural heritage while retaining its distinct local cultural characteristics (such as its own poetry and music). It was once the heart of the Minoan civilization (c. 2700-1420 BC), Europe's earliest known civilization. The famous Knossos palace is one of the most extraordinary places you can visit during your staying in Heraklion. Crete is also famous for its landscape, which combines exotic beaches with high mountains, making it a unique travelling destination all over the year. Wonderful experience in Heraklion: a city full of colors, great people with huge hearts. I will definitely come back. Find a course where I learned useful things to become a better version of teacher and of myself. Serena MazzoneIntercultural Education Thank you for the welcoming and great courses you offer. It is been a pleasure to have met such friendly people of Crete. I really learned and enjoyed it. ANA TERESA CARBONERO MORENOEnvironmental Education The course I have chosen inspired me in many ways. What I like the best is that your trainers don’t overload us with theoretical stuff but they inspired us to ‘’feel’’ and understand the concept of coaching and they empowered us with a deep knowledge that can be expected in the future. Paulo CostaCoaching in the classroom My learning experience at ErasmusLearn was excellent. My course was not only about Clil but also about innovation and technology, which was a bonus. The instructor was very professional and the employees were very helpful. Maria Isabel Antunes de Sousa LezónCLIL: Innovation & Effectiveness in Teaching It was a lovely experience. The exercises thought me about how the students are filling in difficult situations and how important is the prevention of violence. Ali NelidaPrevention of Violence and Child Abuse After this course, I feel richer as a person. I confirmed that it is important for me and my job, to know who I am, what I need, and what I want. The course was of high quality. Our teacher Kostis was a great person and like a teacher. I met wonderful people and I share experiences with them. Thank you for the excellent experience. Slavica ŽUŽIĆStress Management in Schools ErasmusLearn is a very serious course provider and offers interesting and useful courses. They are a united team and they do useful things. Trainers are well trained and collaborated very well with us. I learned new things. Loredana ZapanInclusive Education Through Arts I fully recommend this course because the organization is well prepared, the instructors are professional and open to our needs of the course, and goals and involvement are as little stress as possible. I leave feeling good and positive. Anna McmurrayEffective Communication I likely recommend this course to anyone who wants, first of all, to meet inspiring people with profound knowledge and skills in the areas of teaching. Every single part of the course was so motivating, supportive, and educational. Sonja TrajchevaSTEAM education https://youtu.be/GC35f27AYdk?si=ho4TfAMjp-L_bmZohttps://www.youtube.com/watch?v=Cx45l1XWPIE&t=43shttps://www.youtube.com/watch?v=h9Pcweg6HQg&t=3shttps://www.youtube.com/watch?v=zzGRTEqQtaE&t=32shttps://www.youtube.com/watch?v=AfD7RoSaO84&t=13shttps://www.youtube.com/watch?v=IYTCevKRci0 follow us Facebook-f Instagram Youtube Linkedin ### ErasmusLearn Heraklion Crete, Nicosia, Paris, Milan, Madrid, PragueOLD1 ### ErasmusLearn Heraklion Crete, Nicosia, Paris, Milan, Madrid, PragueOLD ### Privacy Policy Privacy Policy This Privacy Policy describes Our policies and procedures on the collection, use and disclosure of Your information when You use the Service and tells You about Your privacy rights and how the law protects You. We use Your Personal data to provide and improve the Service. By using the Service, You agree to the collection and use of information in accordance with this Privacy Policy. 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Changes to this Privacy Policy We may update Our Privacy Policy from time to time. We will notify You of any changes by posting the new Privacy Policy on this page. We will let You know via email and/or a prominent notice on Our Service, prior to the change becoming effective and update the "Last updated" date at the top of this Privacy Policy. You are advised to review this Privacy Policy periodically for any changes. Changes to this Privacy Policy are effective when they are posted on this page. Contact Us If you have any questions about this Privacy Policy, You can contact us: By email: erasmuslearn@gmail.com By visiting this page on our website: https://erasmuslearn.eu/contact-us/ ### Sample Page This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most people start with an About page that introduces them to potential site visitors. It might say something like this: Hi there! I'm a bike messenger by day, aspiring actor by night, and this is my website. I live in Los Angeles, have a great dog named Jack, and I like piña coladas. (And gettin' caught in the rain.) ...or something like this: The XYZ Doohickey Company was founded in 1971, and has been providing quality doohickeys to the public ever since. Located in Gotham City, XYZ employs over 2,000 people and does all kinds of awesome things for the Gotham community. As a new WordPress user, you should go to your dashboard to delete this page and create new pages for your content. Have fun! ### Best things Best things to do in Crete Best things to do in Athens Best things to do in Nicosia Best things to do in Paris Best things to do in Milan Best things to do in Madrid Best things to do in Malaga Best things to do in Prague ### Locations Greece All courses OID:E10020547 Heraklion Greece All courses OID:E10020547 Athens Cyprus All courses OID:E10129663 Nicosia France All courses OID:E10020547 Paris Italy All courses OID:E10196510 Milan Spain All courses OID:E10098723 Madrid Spain All courses OID:E10098723 Malaga Czechia All courses OID:E10020547 Prague ### Elementor Loop Item #4841 ### Alexandros Tzortzakakis Alexandros TzortzakakisProject Manager Alexandros Tzortzakakis is a graduate of the University of Crete, Faculty ofPhilosophy, Department of History and Archaeology.He works in ErasmusLearn Education Center as a Project Manager since 2024. ### Maria Kampitaki Maria KampitakiProject Manager Maria has worked at the ErasmusLearn education centre as a Project Manager since 2023.She is also an ESL teacher and holds a diploma in English Language, B.A. degree in Greek Philology, an M.A. degree in Literature. ### Veta Tampaki Veta TampakiΙnstructor ErasmusLearn City guide in Heraklion ### Kostas Vassakis Kostas VassakisΙnstructor ErasmusLearn Ιnstructor ### Rafael Diaz Rafael DiazΙnstructor ErasmusLearn Ιnstructor ### Michalis Vakis Michalis VakisΙnstructor ErasmusLearn Ιnstructor ### Paloma Rubio Galan Paloma Rubio GalanΙnstructor ErasmusLearn Ιnstructor ### Maria Giampoulaki Maria GiampoulakiΙnstructor ErasmusLearn Ιnstructor ### Aspasia Vasilaki Aspasia VasilakiΙnstructor MeD – Kindergarten Teacher- SociologistCertified on historiography, environmental education, special education, museum education and school leadership. ### Astrinos Tsoutsoudakis Astrinos TsoutsoudakisΙnstructor ErasmusLearn Ιnstructor ### ioanna Anagnostaki ioanna AnagnostakiΙnstructor Ioanna Anagnostaki is a teacher in primary school. She has a master’s degree in Special Education. She works many years as a special teacher and she has participated as a volunteer in many special educational programs. In Erasmus+ she presents different ways to make an inclusive school. ### Giannis Tsagarakis Giannis TsagarakisΙnstructor ErasmusLearn Ιnstructor ### Nikos Sopasis Nikos SopasisΙnstructor Nikos Sopasis is a secondary school teacher. He teaches Greek,History and Ancient Languages. In Erasmus+ he expertises in ICT, CLIL and modern methodologies for Teaching.He holds a bachelor in Greek Philology and a Master’s Degree in Linguistics.In his spare time, he builds computers and How to videos. ### Kostis Flouris Kostis FlourisΙnstructor ErasmusLearn Ιnstructor ### Valia Titaki Valia TitakiSecretary General secretary in Heraklion, Paris, Madrid, Prague. ### Nikos Kamnakis Nikos KamnakisTraining Director Nikolaos Kamnakis is a graduate of the University of Crete, Faculty of Philosophy, Department of History and Archeology.He expertizes in Professional counseling staff for the unemployed; Electronicsubmission and implementation of Erasmus+ programs; Submission of proposals for co-funded programs for the unemployed and programs for employees. ### Antonis Papazoglou Antonis PapazoglouMarketing Director Antonis Papazoglou graduated from University of Athens faculty of Economics and Business, Department of Marketing & Communication and holds a Master Degree in services management with specialization in customer experience.He works at Lifelong Learning Center “Oloklirosi” and Erasmuslearn education centre as marketing director since 2018 until nowadays. ### Lefteris Giannakoudakis Lefteris GiannakoudakisEU Project Manager Lefteris Giannakoudakis is a content writer, a published fiction writer and an awarded film and theatre director.He holds a degree in Biology, a degree in filmmaking and a MA in creative writing.He specializes in designing and writing educational programs and cooperation projects and in teaching creative writing and filmmaking. ### Amalia Niniraki Amalia NinirakiCEO Amalia Niniraki is a graduate of the Mathematics Department of the University of Crete and holds a Master in “Continuing education and lifelong learning”.She is the Owner and Founder of LifelongLearning Centre “Oloklirosi” and Erasmuslearn education centre.She is also the general secretary of the board of the chamber of commerce in Heraklion. ### George Barmpounis George BarmpounisTechnical Manager George Barmpounis is a IT graduate and supervisor electrician, working since 1992 until today at the Public Power Corporation (PPC). He is a partner of ErasmusLearn educational centre since 2020, working as anadministrator, webmaster and databases manager. His hobby is fine art photography (https://fanouris.gr). ### Search Results ### HomePage Erasmus+ Training Courses in Crete Heraklion OID:E10020547 Erasmus+ Training Courses available also in Nicosia OID:E10129663, Paris OID:E10020547, Madrid OID:E10020547, Prague OID:E10020547 about us Organization ID:E10020547 Erasmuslearn education centre is a part of the Lifelong Learning Centre “Oloklirosi”. Oloklirosi is certified by the National Organization for the Certification of Qualifications and Vocational Guidance (EOPPEP) and the General Secretary for Lifelong Learning of the Ministry of Education (GGDBM) with authorization code number 192011586 and accredited with ISO 27701:2019 and ISO 27001:2013. Erasmuslearn has trained more than 800 participants (teachers/lecturers) from all over Europe, via its Key Action 1 (KA1) – Mobility of Individuals in School and Vet education.The Erasmuslearn educational center provides 35 different courses in several European cities and can be accessed through the School Education Gateway (SEG).In addition as a lifelong learning center, Oloklirosi provides:– educational and vocational training services to unemployed, vulnerable social groups and employees, on modern subjects that meet the real needs of the labour market in order to: a) promote the unemployed  people and people from vulnerable social groups to the labour market and b) upgrade employees’ skills,– counseling and vocational guidance services, studies conduction services on the labour market, and– entrepreneurship counseling and specialized entrepreneurship counseling services in the social economy. Our organization has good connections with companies, Schools and VET Centers in Crete and all over Greece. We also connect with European networks host/sending trainees for VET mobility interships and provide them high level job placement in a variety of fields such as:Agriculture, Business administrative services, Marketing, Office management, Retail management, Entrepreneurship, Economy, Computer networking, Computer programming, Computer repair, Information technology, Computer science, Gastronomy (food preparation, culinary arts, pastry arts and Creative Mediterranean cuisine), Hospitality management & tourism, Logistics and Supply Chain Management, Nursery, Smart homes, Smart appliances.Oloklirosi specializes in writing Erasmus+ propositions and in the last years it has been a successful partner in several KA220 and KA210 projects in School and VET education.For more informations click here  Oloklirosi-Profile Inspire, Learn, Communicate, in the best hospitality environment.Search CoursesField not found. MOST DEMANDED COURSES 2024 EXPLORE ALL COURSES JUST RELEASED COURSES EXPLORE ALL COURSES TRAINING LOCATIONS Cources in Heraklion Cources in Nicosia All Cources in Paris All Cources in Madrid All Cources in Prague Its all about crete Crete (Greek: Krti ['kriti]) is the largest and most populous of the Greek islands, as well as the 88th largest island in the world and the fifth largest in the Mediterranean Sea, after Sicily, Sardinia, Cyprus, and Corsica. The region of Crete, which includes Crete and a number of surrounding islands and islets, is one of Greece's 13 top-level administrative units. Heraklion is the capital and largest city. Crete contributes significantly to Greece's economy and cultural heritage while retaining its distinct local cultural characteristics (such as its own poetry and music). It was once the heart of the Minoan civilization (c. 2700-1420 BC), Europe's earliest known civilization. The famous Knossos palace is one of the most extraordinary places you can visit during your staying in Heraklion. Crete is also famous for its landscape, which combines exotic beaches with high mountains, making it a unique travelling destination all over the year. Best things to do in Crete Best things to do in Nicosia Best things to do in Paris Best things to do in Madrid Best things to do in Prague Wonderful experience in Heraklion: a city full of colors, great people with huge hearts. I will definitely come back. Find a course where I learned useful things to become a better version of teacher and of myself. Serena MazzoneIntercultural Education Thank you for the welcoming and great courses you offer. It is been a pleasure to have met such friendly people of Crete. I really learned and enjoyed it. ANA TERESA CARBONERO MORENOEnvironmental Education The course I have chosen inspired me in many ways. What I like the best is that your trainers don’t overload us with theoretical stuff but they inspired us to ‘’feel’’ and understand the concept of coaching and they empowered us with a deep knowledge that can be expected in the future. Paulo CostaCoaching in the classroom My learning experience at ErasmusLearn was excellent. My course was not only about Clil but also about innovation and technology, which was a bonus. The instructor was very professional and the employees were very helpful. Maria Isabel Antunes de Sousa LezónCLIL: Innovation & Effectiveness in Teaching It was a lovely experience. The exercises thought me about how the students are filling in difficult situations and how important is the prevention of violence. Ali NelidaPrevention of Violence and Child Abuse After this course, I feel richer as a person. I confirmed that it is important for me and my job, to know who I am, what I need, and what I want. The course was of high quality. Our teacher Kostis was a great person and like a teacher. I met wonderful people and I share experiences with them. Thank you for the excellent experience. Slavica ŽUŽIĆStress Management in Schools ErasmusLearn is a very serious course provider and offers interesting and useful courses. They are a united team and they do useful things. Trainers are well trained and collaborated very well with us. I learned new things. Loredana ZapanInclusive Education Through Arts I fully recommend this course because the organization is well prepared, the instructors are professional and open to our needs of the course, and goals and involvement are as little stress as possible. I leave feeling good and positive. Anna McmurrayEffective Communication I likely recommend this course to anyone who wants, first of all, to meet inspiring people with profound knowledge and skills in the areas of teaching. Every single part of the course was so motivating, supportive, and educational. Sonja TrajchevaSTEAM education Previous Next come visit us 1rst Branch 150 62 Martiron Ave Heraklion Crete, Greece P.C 71303 +30 2810-312123 erasmuslearn@gmail.com 2rst Branch Agia Barvara, Heraklion Crete, Greece P.C 70003 +30 28940-23600 erasmuslearn@gmail.com send us a message Contact us and we will happily respond https://www.youtube.com/watch?v=Cx45l1XWPIE&t=43shttps://www.youtube.com/watch?v=h9Pcweg6HQg&t=3shttps://www.youtube.com/watch?v=zzGRTEqQtaE&t=32shttps://www.youtube.com/watch?v=AfD7RoSaO84&t=13shttps://www.youtube.com/watch?v=IYTCevKRci0 follow us Facebook-f Instagram Youtube Linkedin ### Footer Navigation Erasmus+ KA1 Trainings Profile Organization How to Apply Privacy Policy Contact Us Erasmus Learn by Oloklirosi 1rst Branch 150 62 Martiron Ave, Heraklion, Crete, Greece Tel. +30.2810-312123 Contact Us Erasmus Learn by Oloklirosi 2nd Branch Agia Varvara Monofatsi Tel. +30.28940-23600 Contact Us Organization ID: E10020547 Copyright 2025 © All rights Reserved. ### Default Kit