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On August 29, 2024 at 12:26:25 PM UTC,

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Added resource Slides: Empowering the Next Generation: Cross-disciplinary Learning Pathways in Electronics and Sustainability for High School Students to Articles and conferences
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14 | "metadata_created": "2024-07-22T11:52:43.481250", | 14 | "metadata_created": "2024-07-22T11:52:43.481250", | ||
n | 15 | "metadata_modified": "2024-08-29T12:22:38.847786", | n | 15 | "metadata_modified": "2024-08-29T12:26:25.721612", |
16 | "name": "change-articles-conferences", | 16 | "name": "change-articles-conferences", | ||
17 | "notes": "During the implementation of CHANGE activities, partners | 17 | "notes": "During the implementation of CHANGE activities, partners | ||
18 | participated in some dissemination events to illustrate the aim of the | 18 | participated in some dissemination events to illustrate the aim of the | ||
19 | project and specific aspects of the developed outputs.", | 19 | project and specific aspects of the developed outputs.", | ||
n | 20 | "num_resources": 1, | n | 20 | "num_resources": 2, |
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22 | "organization": { | 22 | "organization": { | ||
23 | "approval_status": "approved", | 23 | "approval_status": "approved", | ||
24 | "created": "2022-12-01T08:12:21.634280", | 24 | "created": "2022-12-01T08:12:21.634280", | ||
25 | "description": "CHANGE is a European Project funded in the | 25 | "description": "CHANGE is a European Project funded in the | ||
26 | framework of the ERASMUS+ Programme (Key Action KA220-VET - | 26 | framework of the ERASMUS+ Programme (Key Action KA220-VET - | ||
27 | Cooperation partnerships in vocational education and | 27 | Cooperation partnerships in vocational education and | ||
28 | training).\r\n\r\nThe Project partners are:\r\n\r\n an Italian | 28 | training).\r\n\r\nThe Project partners are:\r\n\r\n an Italian | ||
29 | Research Institute (__PROAMBIENTE S.C.R.L.__ \u2013 Project Leader, | 29 | Research Institute (__PROAMBIENTE S.C.R.L.__ \u2013 Project Leader, | ||
30 | Italy, https://www.consorzioproambiente.it/it/ ) \r\n\r\nand __four | 30 | Italy, https://www.consorzioproambiente.it/it/ ) \r\n\r\nand __four | ||
31 | VET secondary schools__ from:\r\n\r\nBulgaria (__Profesionalna | 31 | VET secondary schools__ from:\r\n\r\nBulgaria (__Profesionalna | ||
32 | Gimnazia Po Elektronika \"JOHN ATANASOFF\"__, | 32 | Gimnazia Po Elektronika \"JOHN ATANASOFF\"__, | ||
33 | http://www.pgeja-sz.com), \r\n\r\nItaly (__Istituto di Istruzione | 33 | http://www.pgeja-sz.com), \r\n\r\nItaly (__Istituto di Istruzione | ||
34 | Superiore \u201cBELLUZZI-FIORAVANTI\u201d__, | 34 | Superiore \u201cBELLUZZI-FIORAVANTI\u201d__, | ||
35 | https://www.belluzzifioravanti.it/), \r\n\r\nRomania (__Liceul | 35 | https://www.belluzzifioravanti.it/), \r\n\r\nRomania (__Liceul | ||
36 | Tehnologic \u201cMIRSA\u201d__, https://ltmarsa.ro/) \r\n\r\nand Spain | 36 | Tehnologic \u201cMIRSA\u201d__, https://ltmarsa.ro/) \r\n\r\nand Spain | ||
37 | (__Centro Integrado P\u00fablico de Formaci\u00f3n Profesional | 37 | (__Centro Integrado P\u00fablico de Formaci\u00f3n Profesional | ||
38 | \u201cVALLE DE ELDA\u201d__, | 38 | \u201cVALLE DE ELDA\u201d__, | ||
39 | http://www.cipfpvalledeelda.com).\r\n\r\nCHANGE aims at developing a | 39 | http://www.cipfpvalledeelda.com).\r\n\r\nCHANGE aims at developing a | ||
40 | STEM didactic pathway centered on CO2 monitoring in schools, and its | 40 | STEM didactic pathway centered on CO2 monitoring in schools, and its | ||
41 | main objective is providing students with digital skills (system | 41 | main objective is providing students with digital skills (system | ||
42 | integration, programming and data processing) and raising their | 42 | integration, programming and data processing) and raising their | ||
43 | awareness on multidisciplinary topics like IAQ monitoring, climate | 43 | awareness on multidisciplinary topics like IAQ monitoring, climate | ||
44 | change, energy efficiency, raw materials and open data. \r\n", | 44 | change, energy efficiency, raw materials and open data. \r\n", | ||
45 | "id": "a16700c1-181b-43fe-8354-fda067fdc193", | 45 | "id": "a16700c1-181b-43fe-8354-fda067fdc193", | ||
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48 | "is_organization": true, | 48 | "is_organization": true, | ||
49 | "name": "change", | 49 | "name": "change", | ||
50 | "state": "active", | 50 | "state": "active", | ||
51 | "title": "CHANGE", | 51 | "title": "CHANGE", | ||
52 | "type": "organization" | 52 | "type": "organization" | ||
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62 | "created": "2024-07-22T11:53:23.375943", | 62 | "created": "2024-07-22T11:53:23.375943", | ||
63 | "datastore_active": false, | 63 | "datastore_active": false, | ||
64 | "description": "Conference: Pixel - New Perspectives in Science | 64 | "description": "Conference: Pixel - New Perspectives in Science | ||
65 | Education 13th Edition 2024\r\nThis contribution presents the results | 65 | Education 13th Edition 2024\r\nThis contribution presents the results | ||
66 | obtained within the KA2 Erasmus Plus project CO2 Monitoring in Schools | 66 | obtained within the KA2 Erasmus Plus project CO2 Monitoring in Schools | ||
67 | for digital and green competences (CHANGE). The consortium, made up of | 67 | for digital and green competences (CHANGE). The consortium, made up of | ||
68 | an Italian Research Institute and four VET schools in Bulgaria, Italy, | 68 | an Italian Research Institute and four VET schools in Bulgaria, Italy, | ||
69 | Romania and Spain, is developing, testing and optimizing a didactic | 69 | Romania and Spain, is developing, testing and optimizing a didactic | ||
70 | pathway centered on Indoor Air Quality in schools. The pathway | 70 | pathway centered on Indoor Air Quality in schools. The pathway | ||
71 | combines digital skills, i.e. system integration, programming and data | 71 | combines digital skills, i.e. system integration, programming and data | ||
72 | processing, with socially relevant topics such as IAQ monitoring, | 72 | processing, with socially relevant topics such as IAQ monitoring, | ||
73 | energy efficiency, greenhouse gases and climate change, raw materials | 73 | energy efficiency, greenhouse gases and climate change, raw materials | ||
74 | and open data, in order to provide students with competences useful to | 74 | and open data, in order to provide students with competences useful to | ||
75 | meet the requirements of the labour market and to foster their | 75 | meet the requirements of the labour market and to foster their | ||
76 | critical thinking on scientific basis. The experimental section | 76 | critical thinking on scientific basis. The experimental section | ||
77 | consists in the assembly of CO2 monitoring stations controlled by a | 77 | consists in the assembly of CO2 monitoring stations controlled by a | ||
78 | Raspberry PI microcomputer with open source code programmed in Python, | 78 | Raspberry PI microcomputer with open source code programmed in Python, | ||
79 | and in its use for the continuous monitoring of the CO2 concentration | 79 | and in its use for the continuous monitoring of the CO2 concentration | ||
80 | in the classroom. The acquired data, as well as the metadata needed | 80 | in the classroom. The acquired data, as well as the metadata needed | ||
81 | for their interpretation, are collected in an open data repository | 81 | for their interpretation, are collected in an open data repository | ||
82 | based on CKAN. Mid-term monitoring (approx. 1 month) has been carried | 82 | based on CKAN. Mid-term monitoring (approx. 1 month) has been carried | ||
83 | out in different indoor spaces and the results, analyzed by the | 83 | out in different indoor spaces and the results, analyzed by the | ||
84 | students themselves, will be presented. The outcomes of the first | 84 | students themselves, will be presented. The outcomes of the first | ||
85 | project year (2022-23), testified by questionnaires and CO2 monitoring | 85 | project year (2022-23), testified by questionnaires and CO2 monitoring | ||
86 | reports, show a general satisfaction towards the pathway and the | 86 | reports, show a general satisfaction towards the pathway and the | ||
87 | Erasmus Plus dissemination activities. As a drawback, the metadata | 87 | Erasmus Plus dissemination activities. As a drawback, the metadata | ||
88 | annotation, needed to obtain reliable and reusable monitoring data, | 88 | annotation, needed to obtain reliable and reusable monitoring data, | ||
89 | shows some weaknesses. The mitigation solutions that are going to be | 89 | shows some weaknesses. The mitigation solutions that are going to be | ||
90 | tested within the second year (2023-24) of the project include | 90 | tested within the second year (2023-24) of the project include | ||
91 | teachers\u2019 training on open data management, software interface | 91 | teachers\u2019 training on open data management, software interface | ||
92 | simplification, and increase of the detail in the annotation and | 92 | simplification, and increase of the detail in the annotation and | ||
93 | reporting guidelines provided to the students. This presentation will | 93 | reporting guidelines provided to the students. This presentation will | ||
94 | eventually discuss their effectiveness and ease of implementation. | 94 | eventually discuss their effectiveness and ease of implementation. | ||
95 | Indeed, the ultimate goal is the establishment of a reliable action | 95 | Indeed, the ultimate goal is the establishment of a reliable action | ||
96 | chain connecting monitoring with open data in order to enhance further | 96 | chain connecting monitoring with open data in order to enhance further | ||
97 | elaboration and citizen science initiatives involving schools.", | 97 | elaboration and citizen science initiatives involving schools.", | ||
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105 | "name": "CO2 Monitoring to Enhance Digital and Green Competences | 105 | "name": "CO2 Monitoring to Enhance Digital and Green Competences | ||
106 | in VET", | 106 | in VET", | ||
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121 | "description": "Conference: SCITEED 2024 - 2nd INTERNATIONAL | ||||
122 | CONGRESS & EXHIBITION ON CURRENT TRENDS ON SCIENCE TECHNOLOGY | ||||
123 | EDUCATION\r\nNowadays, youngsters are more and more conscious of the | ||||
124 | rising need for a green transition to face climate change. In response | ||||
125 | to environmental concerns, digitalization is indicated as a powerful | ||||
126 | tool to accelerate the shift towards a more sustainable future, and is | ||||
127 | expected to be the basis of emerging green professions. On the other | ||||
128 | hand, the field of electronics is rapidly evolving to meet energy | ||||
129 | efficiency and sustainability needs.This work presents an overview on | ||||
130 | cross-disciplinary learning pathways sized for high schools where the | ||||
131 | key role is played by some lessons addressed to focussing on different | ||||
132 | aspects of innovation in electronic devices: eco-friendly materials, | ||||
133 | efficient manufacturing processes, development of novel components. ", | ||||
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142 | Cross-disciplinary Learning Pathways in Electronics and Sustainability | ||||
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