INTELLECTUAL OUTPUTS.
O1- Open Schooling Roadmap
Download Open Schooling Roadmap in pdf (available languages: English, Greek, Italian, Bulgarian, Turkish)
The SNAC project has developed and offered teachers an Open Schooling Roadmap as a reference document for their work in the project. It has been translated by the partners in their native language.
The first intellectual output that the project developed was the “Open Schooling Roadmap”. It offers the general layout and a clear description of the necessary steps that schools will need to take in order to embark on the process of opening-up to their local community by focusing on the specific example of seismology education to support the implementation of the project activities as a state-of-the-art approach in the introduction of Responsible Research and Innovation in the school settings.
The Open Schooling Roadmap is a reference document that has been translated by all SNAC partners in their native language (Greek, Bulgarian, Italian, Turkish). The Open Schooling Roadmap proposes a concrete overview of the implementation of open schooling approaches, offering a clear description of the necessary steps that schools need to take, in order to become hubs of responsible innovation that bring together as many stakeholders as possible with an aim to produce ideas and solutions that address local issues and challenges.
Additionally, it focuses on the specific example of seismology education to support the implementation of the project activities as a state-of-the-art approach in the introduction of Responsible Research and Innovation (RRI) in the school settings. The Open Schooling Roadmap offers a clear and step-by-step outline of how a SNAC school can embark on the process of opening up to its local community, through the use of RRI-enriched student- projects, engaging students in real-life projects that are proposing innovative solutions adopted to the local conditions by employing real‐problem solving skills, dealing with real seismic data that they students have acquired themselves, handling and studying situations and participating in meaningful and motivating science inquiry activities on earthquake disaster prevention and mitigation.
O1-
Open Schooling Roadmap
The SNAC project has developed and offered teachers an Open Schooling Roadmap as a reference document for their work in the project. It has been translated by the partners in their native language.
O2- Training Programme for Teachers and School Heads
Download Training Programme for Teachers and School Heads in pdf (available languages: English, Greek, Italian, Bulgarian, Turkish)
Based on the Open Schooling Roadmap (O1), a complete Training Programme addressing Teachers and School Heads has been developed in O2.
The main aim of the second intellectual output of the project, IO2: The SNAC Training Framework was to provide participant teachers and school heads with practical knowledge, background information and guidance on how to implement the necessary changes and with the intervention skills to best plan and then diffuse SNAC related activities in their own schools, helping them to evolve to an Open Schooling Environment, establishing Responsible Research and Innovation principles. SNAC’s training programme consists of three complementary modules that offer a staged framework addressing the three dimensions of SNAC, namely open schools, responsible citizenship and integrated educational activities on seismology utilizing the SNAC network of seismometers and collected data. The three distinct modules and accompanying training materials and resources are designed as practical reference guides for both partners and schoolteachers and thus they can be utilized as handbooks for self-teaching or for hands-on training workshops organized by partners in each country. The offered resources and tools can be associated with a broad range of curriculum areas within science, technology, engineering and mathematics depending on schools’ and/or teachers’ focus or interest. Therefore, they do not impose a fixed curriculum but support a flexible model that can be customized based on interest, experience, location, conventional practice and culture.
The first module focuses on the overall approach and process “towards open schools”. The second module is entitled “responsible citizenship” and encompasses the concept of Responsible Research and Innovation and how in practice it can be integrated in schools. The third training module addresses the subjects of seismology and how to use the SNAC platform of seismometers and data.
O2- Training Programme for Teachers and School Heads
Based on the Open Schooling Roadmap (O1), a complete Training Programme addressing Teachers and School Heads has been developed in O2.
O3- Open Platform for Scientific Data
Download Open Platform for Scientific Data in pdf (available languages: English)
The SNAC Open Platform for Scientific Data presents Network of School Stations, their data and seismograms and software to process and experiment, using state of the art seismological tools. Teachers and students are able to easily share the data they collect with their installed devices. A dedicated software tool/plugin has been developed to facilitate this process. All the data collected by the foreseen installed instruments are continuously uploaded and stored in a central public data bank, hosted by the National Observatory of Athens. To reach SNAC’s Open Platform for Scientific Data use the following link: https://snac.gein.noa.gr/
The data are available in standard seismological format (sac files) and will be freely available not only to the schools of the network but also to schools, researchers and scientists worldwide. The platform is hosted on a Linux server at the facilities of the Institute of Geodynamics, of the National Observatory of Athens (NOA). On the same server runs the acquisition software that acquires in real time seismological data from the network of school stations. The acquisition software is called ‘SeisComP3’ and can also be used as a processing software. There are two categories of Raspberry devices: the Raspberry Pi devices connected to TC1 seismometers, running SeisComP3 and the Raspberry Shake devices. The Raspberry Pi devices have been programmed at NOA. The SeisComP3 software has been compiled and installed and a plugin has been developed that allows data acquisition between the TC1 seismometer and the SeisComP3. The Raspberry Shake device has SeisComP3 pre-programmed from the company and it communicates which its own build in sensor.
A unique feature is the Automatic Solutions System. Seconds after an earthquake occurs, using data exclusively from SNAC’s seismographs, an automatic solution is calculated. It then depicts the events in a map using colorful graphical elements to display the Magnitude and the depth of the event. Data for the selected event are downloadable by a simple click on the respective spot on the map. Finally, it sends a real-time alert by SMS to the users of the system, informing them about the exact epicenter, focal depth, magnitude and distance from the nearest city.
O3- Open Platform for Scientific Data
SNAC has use and expanded the initial network of the SSE project installed seismometers. SSE’s impact was only linked with the teachers and students of the specific schools, while SNAC also deals with the local society in which the school resides.
O4- Evaluation Methodology, Analysis of Results
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In Output 4 the consortium developed and described a detailed comprehensive evaluation and validation plan and methodology to assess the impact and effectiveness of all work realized during the time span of the SNAC project.
In this Output the consortium developed and described a detailed comprehensive evaluation and validation plan and methodology to assess the impact and effectiveness of all work realized during the time span of the SNAC project. More specifically, the goal was to measure the effectiveness and quality of the offered training guides and handbooks, e.g. the pedagogical framework, the methodological guidebook with respect to implementation in schools and the use of the offered hardware sensors and related software tools, but also the effectiveness, quality and impact of the offered teacher induction seminars and training hands-on workshops. This output is divided in two sections. The first section concerns the development and presentation of the evaluation methodology of the project. The evaluation methodology mainly aims to map the impact and the effectiveness, both quantitatively and qualitatively, of the SNAC project at three levels, namely at student level, at teacher level and at institutional/school level. Various evaluation tools and methods were employed to adequately evaluate the project at these three levels (e.g. reports, excel sheets, questionnaires, ongoing communication with the participating schools). The quantitative data were analyzed with the use of IBM SPSS Statistics and Excel (using the Analyse-IT plugin) and the qualitative data were analyzed with the open coding method. A summary of the results can be found in Chapter 2.4 of IO5.
In order to successfully evaluate the impact of the project, the development and implementation of the evaluation and quality plan was divided in different tasks organized in three phases: The tasks of the first phase concern the development of the evaluation methodology, the second phase refers to the tasks that were executed during the school implementations and the last phase entails the data analysis and presentation of the main findings. The tasks of each phase are presented and described in detail in the IO4 Intellectual Output. To evaluate the SNAC project and to ensure its sustainability, the outcomes and the overall impact are measured based on quantitative and qualitative indicators summarized in Figure 17 of IO5 and presented in detail in the IO4 Intellectual Output.
O4- Evaluation Methodology, Analysis of Results
In Output 4 the consortium developed and described a detailed comprehensive evaluation and validation plan and methodology to assess the impact and effectiveness of all work realized during the time span of the SNAC project.
O5- Recommendations for Future Use
Download Recommendations for Future Use in pdf (available languages: English)
The Recommendations for Future Use, Intellectual Output 5, intends to give a concise and thorough overview of the project’s overall framework and results and to guide and support anyone interested in it, from teachers and teacher educators to all individuals and stakeholders involved in educational processes.
The Recommendations for Future Use, Intellectual Output 5, intends to give a concise and thorough overview of the project’s overall framework and results and to guide and support anyone interested in it, from teachers and teacher educators to all individuals and stakeholders involved in educational processes to effectively follow the project approach in developing and offering innovative educational activities and teaching practices. In this document we present the main guidelines, lessons learned and recommendations of designing and implementing an innovative STEM project in the best possible way in order to guarantee results and avoid common pitfalls.
Therefore, this document addresses all the necessary information behind SNAC’s philosophy, goals and strategy form its early phase until its implementation in school classrooms. It summarizes all the work done by teachers and schools in the participating countries, while identifying and presenting show cases of best-practice and achievements beyond expectations, examining in parallel the effects of these activities on the participating schools, teachers and students through the outcomes of the Evaluation phase.
In Chapter 2, we consolidate the achieved results and Intellectual Outputs. In Chapter 3 we present an overview of the implementation statistics for the whole project along with a list of all the 94 SNAC schools. In Chapter 4 we present a selection of the exemplary events, workshops, summer schools that were implemented by all partners, either face to face with the participation of students, teachers, parents and local community stakeholders or virtually through webinars and online communication channels, answering the question: “is there evidence from the impact of our action on students, teachers, and local communities?” Finally, in Chapter 5, we identify the characteristics and outcomes of the project that make it sustainable for the years to come and we give our recommendations for uptake and present strategies for scale-up of the SNAC Network as it, as well as potential replications by other disciplines than Seismology.
O5- Recommendations for Future Use
The Recommendations for Future Use, Intellectual Output 5, intends to give a concise and thorough overview of the project’s overall framework and results and to guide and support anyone interested in it, from teachers and teacher educators to all individuals and stakeholders involved in educational processes.