Insights from the SLEs Second reflection workshop 

On Wednesday 20th of March, the SLEs project organised its second reflection workshop.

The event was an opportunity to bring together all the actors engaged in the piloting of a STE(A)M Learning Ecology (National Coordinators, initiators and stakeholders), to exchange experiences and good practices, discuss about challenges and plan for the upcoming scale-up phase.

The workshop was divided in two moments. In the first part, our partners from the University of Cyprus presented the participatory scenario development template, which will guide SLEs to self-evaluate the role of interactions between stakeholders in supporting learners’ engagement, and plan for better strategies. Participants were then provided with examples on how to fill the template.

During the second part of the workshop, participants shared their experiences in groups. The discussion explored which learning resources were shared in their SLEs and how these resources connected to the learning products created by learners. Participants then identified challenges in the implementation of the SLEs and defined the type of support they would like to receive in the future. Finally, a conversation on best practices for the scaling up of the project during the mature phase, from 13 to 100 SLEs, was facilitated in each group.

In more detail, the participants highlighted the significance of tailoring learning resources to meet the diverse needs and interests of learners in SLEs, showcasing a range of resources from data sets to artist-led sessions. They also stressed the importance of creating tangible learning products to share project results with a wider audience. Despite the overall positive experiences, challenges such as teachers’ concerns about increased workload and time constraints within the curriculum were noted, with proposed solutions including leveraging headmasters’ influence and creating peer support networks. Participants emphasized the need for guidance on stakeholder engagement, parental involvement, and resource procurement, suggesting formalized agreements between schools and stakeholders. Scaling up SLEs involves integrating them into regular school programs with the involvement of Ministries of Education and creating communities of practice.

The reflection workshop served as a platform for dialogue, highlighting the potential of SLEs to transform traditional education paradigms. Moving forward, SLEs will take stock of these insights to facilitate the implementation and scale-up of the project. 

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