STE(A)M Learning Ecologies publications
During the course of the project, the SLEs will produce several documents, reports, policy briefs and pedagogical resources that will help Education actors and stakeholders learn about the project, explore the STE(A)M Learning Ecology conceptual and practical Framework and understand the open schooling in science education landscape in Europe.
SLEs Concept White Paper
The SLEs Concept White Paper describes the main foundational elements on which the SLEs approach and vision are based: STE(A)M Education (overarching approach), Open Schooling environment (main pillar), and Living Lab approach (key practice). The White Paper also puts forward the concept of learning ecologies, offering a powerful new way to envision local open schooling partnerships, and describes the driving needs, policy context and relevant initiatives about open schooling in science education.
SLEs Methodology – First version
The SLEs Methodology is a comprehensive document presenting a methodological framework for the development of the STE(A)M Learning Ecologies. Consisting of guidelines to facilitate a co-creation process and establish partnerships, stakeholder engagement, step-by-step SLEs development process, examples of successful SLEs, this deliverable offers a wide range of theoretical and practical concepts and ideas to National coordinators, educators, and other relevant stakeholders of the SLEs project. The SLEs Methodology also forms the basis for the SLEs Pilot cycle, and it will be revised based on the feedback received from the piloting phase.
SLEs Ecologies monitoring and reflection methodology
This document describes the methodology applied to the monitoring and reflection on STE(A)M Learning Ecologies (SLEs), which will allow stakeholders to reflect on both strong and weak points of SLEs and evaluate their operation based on stakeholder input. Monitoring and reflection will involve general characteristics of SLEs and a process of participatory scenario development. SLEs’ general characteristics include: (1) Type and number of stakeholders involved; (2) previous experience in open schooling and the living labs approaches; (3) coordination process; and (4) action plan.
SLEs Learner engagement evaluation methodology
This document describes the methodology to be followed by project stakeholders for participatory pedagogical design in the creation of STE(A)M learning Ecologies (SLEs) to offer learning opportunities and engage learners. Main themes for participatory pedagogical design include: (1) Potential learning paths (how resources can be utilized to form learning routes; decision trees based on learner choices in the open learning environments of SLEs); (2) Learning products to be created by students themselves along learning paths; (3) Curriculum mapping of knowledge and skills as reflected by learning products; (4) Support and guidance to be provided by stakeholders to students along learning paths; (5) Opportunities for female engagement; (6) Career opportunities.
SLEs first Policy Brief: Open schooling for science education and a learning continuum for all
STE(A)M Learning Ecologies (SLEs) project aims to create new open schooling partnerships in local communities to foster improved science education for all citizens and to contribute to a learning continuum for all. The SLEs first policy brief outlines initial findings and recommendations about the challenges and opportunities associated with the use and mainstreaming of open schooling in science education and through the creation and development of STE(A)M Learning Ecologies across Europe.