I Code the Future

During the pandemic, online education has become an inseparable tool for education system. However, online education has had a negative impact for students with learning disabilities in the field ...

The general aim of our project is to supported coding lessons using educational games and to create a suitable environment that brings together all members of the education system and parents in one online social platform. For this purpuse we want to achived in this project; -Educational games, which helpes to children with learning disabilities to empowered and encouraged to understand coding languages. -Encouraged VET students to overcome the barriers of coding, -Encouraged parents to participated in their children’s VET education, particularly those with children with learning disabilities -More accasable and unbarier acces to vocatioanl education. -To created a suitable online social platform where all vocational teachers, special education teachers, social advisors and teachers of genarel education will be able to share their experiences and advices about children of learning dificulties not only with their colleagues from Europe but also with parents. -Encouraged learning-disabled students to participate in all aspects of Vocational Education by providing them with academic and social support. -To provided a bridge between parents, special education professionals, and children with learning disabilities and their peers.

As a coordinator of the project we would like to clarifed imlementation process step by step. Step one, before the Kick-Off Meeting in Prague to all project partners was sent project 'partners agrement' with necessary responsiblities and their duties of the project . Thanks to this agreement was made first payment of the projects budget. Step two, after the first payment was planned 'Kick off meeting' which was held in Prague, Czech Republic. In this meeting all project partners discussed about improving outcomes of this project. Following some overall project prezentation,deliberation and ideation, all project partners exept Spanish partner signed the document 'do lists' to secured dutys and responsiblities of the project partners. We outlined all the specifics,responsibilities and duties of each partner organisation in those 'do lists'. All obligations and requirements were included in the binding do lists that were signed during this meeting. Note : At the beginning of the project we had problems with the project partner from Spain FUNDACION PARA LA INNOVACION Y LA TECNOLOGIA. This partner did not want to sign the partnership agreement with our coordinator. Despite our coordinator's attempt to communicate and resolve the situation, the result was negative. The Spanish organization FUNDACION PARA LA INNOVACION Y LA TECNOLOGIA informed the coordinator that it will not participate in any international project. The Spanish organization FUNDACION PARA LA INNOVACION Y LA TECNOLOGIA tried to force the project coordinator to cooperate with the new project partner APDI GROUP. This situation was resolved with the project partners of the project and subsequently with the Czech national agency (Dum zahraniční spolupráce). After a long negotiation with the Czech national agency (Dum zahraniční spolupráce), reached the decision to find a new Spanish partner, which was Academia Barcelona. Step three - Minor changes was made at the beginning of the project. Based on the kick off meeting in Prague, it was decided to start with the project output 'The Social-Vet 4.0 social/education platform', this decision was made based on the missing Spanish partner. Under the leadership of the project coordinator of the Secondary School of Automotive and Informatics, the output of the project 'The Social-Vet 4.0 social/education platform' began to be created. Step four, The first version of the project output 'The Social-Vet 4.0 social/education platform' was created and prepared to the meeting in Van, Turkey. In this transnational projekt meeting was made Discussion and brainstorming outlining the project and defining the boundaries for the first intellectual output:presenting each organization’s study area in terms of learning difficulties(presentation from each organization) and Specifying the target groups for the intellectual outputs. (age,educational level, cultural differences, knowledge level about learning difficulties and online platforms), further more platform management and administration, assessing the risks and challenges, budget control and time management (control and follow of the budget) and finally was planned second project Result which was the Pedagogic Educational Video Games for Learning How to Code. After this the producing game activity started. Step five, After transnational project meeting in Van, Türkiye was made video conference where was discussed the next transnational project meeting in Latvia,Riga. According to decision was created doodle with alternative dates alternative. This transnational project meeting was carried out in the late of February 2023. In this meeting was disscused, progress of the intellectual outputs of the project concerning to content of the platform and pedagogical computer games and set the date of the LTT in Spain, Cordoba. Step six, an integral part of the implementation was the learning teaching training activity.This LTT activity was held in Spain, Cordoba. Our new partner in this LTT transferred experiences in the context of blended learning methods and the education models used for the students’ educations with learning difficulties. Thanks to this activity our participants were more qualified and adequate on special needs of the students with learning difficulties in vocational education. Step seven, Project ICF were approaching the end of the project period, so Project coodinator had to hold a final meeting, which was held again in Prague, Czech Republic. At this meeting, was discussed the current status and missing parts of the project outputs and results as part of quality assurance. Another point of this meeting was also the dissemination of the project, where minor deficiencies were identified that had to be implemented.At the end of the final meeting, it was concluded that has to be given request for a two-month project time extension which was approved by Czech National Agency(Dum Zahraniční Spolupráce).During extention period all minor deficiencies were fixed in the project. The last stage of the project was successfully completed Multiplier events, which took place in Prague-Czech Republic, Van-Turkey, Riga-Latvia.

Two specific outputs were created within the project. 1. The Social-Vet 4.0 social/education platform 2.The Pedagogical Computer Games for Coding For the Students With Learning Disabilities in VET Organisations In the first output we developed is The Social-Vet 4.0 social/education platform. In this platform, all vocational trainers, teachers, instructors, and special education experts gathered. Special education experts supports the vocational education teachers in special education in this social education platform about approaching students with learning disabilities and how to satisfy their needs. The Social-Vet 4. social/education platform is accessible to all parents who have children with learning difficulties or obstacles. Parents able to receive some information about their children’s educational needs an get psychological support if necessary by asking experts in this area. Teachers are able to ask their colleagues, who developed good practices, how to increase the success of their students with learning disabilities in particular lessons and take advantage of their colleagues’ opinions from all over the Europe. In the second output, we created The Pedagogical Computer Games for Coding For the Students With Learning Disabilities in VET Organisations.The Learning via games has motivation increasing effects on the students.The general aim of learning by games is to allow students to have fun and focus on learning of coding. These games are to facilitated or speed up the learning by using the games organized in terms of promoting the comfortable and easy learning of the students with learning disabilities by taking the inspiration from some games (gamification in learning) out of the traditional learning methods.These games enabled students to understand difficult lessons such as programming.