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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
9 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Online Expression: eMedia ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: e-Media project Consortium | Erasmus+ The handbook on Online Expression gives an insight on what is online expression, and intends to promote a more creative, active and wise use of the web, exploring the opportunities given not only by social media and blogs. The aim of the handbook is to help teachers guide young people to hone their online expression skills by explaining how to be proactive in their online expressions and less reactive, to become a digital prosumer and not a consumer. The hanbook focuses on the following elements that characterizes online active participation: The creation of relationships; The building of a community or the fact of representing a community; The collective interest; The intention to produce a change, to influence society. 
Designing the World Around Me: Mathematics and Cultural Inspiration in Design ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Project in Citizenship and Mathematics(PiCaM) | Erasmus+ This activity supports the development of geometric understanding through the use of two dimensional shapes in cultural and religious symbolism and though their use in architecture, particularly in the use of tiling. Throughout there are opportunities for exploring how symbolic representations are underpinned by ideas and beliefs. 
Global Citizenship Education: Solidar Foundation Policy Paper ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Solidar Foundation | Erasmus+ The purpose of this paper is to provide recommendations supported by our members, based on their work in formal, non-formal and informal education, to expand GCE at national and European level. Considering how GCE is linked many times with formal education, the recommendations reveal the work of our members outside of this, building upon the need for a multi-stakeholder approach that spans across the entire learning process. This policy paper guides SOLIDAR Foundationโs work in influencing developments related to the EUโs Updated Skills Agenda, European Education Area, Action Plan for the Implementation of the European Pillar of Social Rights, and the European Green Deal, given how all provide an opportunity for GCE to be embraced as a necessity rather than an added-value. 
How Does Peer-Mentoring Contribute to Education for Sustainable Development in Schools?: Study & Analysis; France ๋ฐํ ์ฐ๋: 2020 ์ ์: Carole Coupez | Jรฉrรฉmie Morfoisse ๋จ์ฒด ์ ์: Solidaritรฉ Laรฏque | Peerment | Erasmus+ This document reports the findings of a study surveying French teachers about practices in education for sustainable development within Franceโs formal education system, and the development of educational approaches to peer-mentoring. Comment le peermentoring contribue ร lโรducation au dรฉveloppement durable en milieu scolaire ?: รtude et Analyse; Volet France ๋ฐํ ์ฐ๋: 2020 ์ ์: Carole Coupez | Jรฉrรฉmie Morfoisse ๋จ์ฒด ์ ์: Solidaritรฉ Laรฏque | Peerment | Erasmus+ Ce document restitue un travail dโenquรชte et de rรฉflexion menรฉ auprรจs dโenseignants franรงais, sur les pratiques dโรฉducation au dรฉveloppement durable dans lโenseignement formel, et le dรฉveloppement des approches pรฉdagogiques en peermentoring. 
Mapping our World with Mathematics ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Project in Citizenship and Mathematics(PiCaM) | Erasmus+ This activity explores the history of European colonisation through studying maps and globes. It considers the way in which the earth can be measured - distance, area and so on and addresses how maps as spatial representations can intentionally or otherwise mislead us in our view of the world. The activity has seven tasks. 
Inscool: Activities Booklet; Practical Classroom Approaches to Rights-Based Learning ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: Scotdec | European Union (EU) | Erasmus+ This toolkit is designed to guide you flexibly, in ways that suit your primary school, through the start of a journey towards including more pupils in learning and life at school. A key point to remember about this journey is that it does not have a final destination. Rather, it is about cumulative change that has, at its heart, a continuous focus on improving their access to and participation in quality, inclusive education. 
Putting the Voice of Young People at the Heart of Global Citizenship Education ๋ฐํ ์ฐ๋: 2014 ์ ์: Douglas Bourn ๋จ์ฒด ์ ์: UCL Institute of Education | Erasmus+ This briefing is aimed at policy-makers across Europe who are engaged with, or interested in ensuring that education and international development programmes give consideration to the voices of young people. It also aims to contribute to policy-makers responses to how they are implementing the Sustainable Development Goals. 
Media Literacy: eMedia ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: e-Media project Consortium | Erasmus+ The project โeMedia: media literacy and digital citizenship for everyoneโ aims to promote education for all by producing educational guidelines related to digital practices which consist of three handbooks. These handbooks are supporting possibilities for a new and innovative way of teaching different subjects at school. The handbooks are devoted to three aspects of digital competence:1) Educational robotics: to develop computational thinking with hands-on activities2) Media literacy: to understand the power and the risks of online media.3) Online expression: to promote wiser use of social media, blogs, web radios and web TVs. This handbook is addressed to teachers who are interested in developing their media literacy skills and transferring this knowledge to students, in order to enhance their critical thinking, improve their understanding of fake news, and also to give them practical examples of media literacy in the classroom.