Project

Context & Background

Why we initiated this project

An outburst of the worldwide pandemics has added to understanding the importance of contemporary technological skills and competences. 3D modelling and printing was one of the cutting-edge technologies used to respond to the unprecedented risks caused by COVID-19. In the educational sector, interest in the technology is constantly rising. The impact of 3D projects on student learning shows that students develop a number of skills, including not only 3D modelling and technology literacy, but also so-called soft skills, such as creativity, problem-solving, self-directed learning, critical thinking, and perseverance.

The goal of the project

Develop creative skills among upper grade pupils (age 15–19) and to strengthen competencies of history, art, social science, IT and technology teachers by developing and implementing an innovative training tool to respond to the lack of educational resources for the integration of history and technology.

Activities

• Development of ReCreate History 3D: Game Design, Virtual Reality and Storytelling training tool.
• Delivering training for teachers from partner and associated organisations.
• Testing and validating the methodology with target group pupils at partner schools in three partner countries.
• Implementation of a product quality and skill development research to collect feedback from the testing activities for the upgrade of the lesson materials.
• Presentation of the project's results at local, regional, national and European levels.

Project Results

Methodological concept of recreating history through 3D, Game Design and Virtual Reality was developed and validated.

Developed methodological toolkit comprises numerous components for the teachers' convenience and offers a minimum of 40 classroom study and fieldwork hours but can be expanded to more than 100 hours.

• 26 teachers developed their competences during a transnational learning activity.
• 266 target group students developed their competences during piloting activities in 3 countries.
• The majority of the participants found the activities well designed, engaging and allowing to get to know and appreciate local cultural heritage.
• The majority of the pilot group students indicated that they implemented tasks related to 21st century skills, such as solving problems, looking for answers, working in a team, realization of a creative project, and critical thinking.

Project Details