Number Erasmus contract: 2020-1-TR01-KA201-094326
Dates: 01-09-2020/31-08-2022

“Emotion is not a luxury. It is a complex helping hand that is extended during the struggle for existence. Emotion is as much amenable to scientific study as any other aspect of behavior. It plays a critical role in the construction of consciousness, virtually all aspects of learning, reasoning and creativity.” (Damasio,2004)

It’s stated in the literature that emotions are key factors affecting learning, play a central role in social and cognitive processes, student engagement and have an impact on performance. In addition, although the emotions of teachers are also at the heart of teaching, it is claimed that rational aspects such as knowledge, skill and capacity are considered important and teachers emotions have often been ignored or underplayed. However, it is stated that awareness of teachers’ own feelings is necessary for effective teaching, social and emotional development of students and wellness. In studies focusing on emotion, learning and technology; emotion is emphasized as an important driver affecting learning in technology rich learning environments. Therefore, it can be concluded that there is a interrelation between technology, learning and emotion.

It is claimed that educational robotics positively affect students’ interests, motivation, success and commitment, provide enjoyable learning environment, enrich students’ cognitive activities and support social-emotional learning. As a matter of fact, we observed that in the etwinning project “Robotics in Education” that we have been carrying out for 3 years, robots facilitate learning and appropriate for collaboration so contribute to social learning. In addition, we wonder how the emotions of teachers and students play a role in the learning processes with educational robotics. From this point of view, in the cognitive and social context of learning, it can be claimed that there is a need to study the interaction between learning, technology and emotion in environments where educational robotics are used.

In this context, the goals of this project are:

– To investigate the emotions of students and teachers in different cultures, educational systems, learning environments using educational robotics, and to explore how teachers manage their students’ emotions during the teaching process. The target audience of the project is all students (2680 students; normal, special talented, disadvantaged) and teachers (250 teachers) of partner schools and Hacettepe U. Department of CEIT, education and health NGOs from Romania and Netherlands. 5 partners are experienced with Erasmus+ while the other 2 are newcomers. Still, they have worthwhile experience in other types of projects. Consequently, their joint experience and expertise certify the required skills and abilities towards making X a successful strategic partnership. In line with the objectives of the project 3 teacher trainings, 3 short-term student exchanges and 2 Transnational Meetings have been planned.

– Multiplier events will be held after each teacher training. The project’s website will also be used as an online learning platform. At the end of the project, learning and teaching activities prepared by teachers will also be collected in a booklet for guiding other teachers to “how” organize learning environments.

In the project, we expect to reach this results:

– To explore emotions of students working individually and in groups with their inclusive education approach by exploring the role of emotions in the learning process increasing students’ awareness of emotion, supporting their social and emotional development, and experience effective learning experiences;

– To improve social cohesion of students with different characteristics;

– To develop 21st century skills and EU citizenship Teachers’ awareness of own emotions and students’ emotions;

– To develop instructional activities to organize learning environments by investigating the role of technology-emotion-learning interaction by addressing emotions in the learning process with robotics, teachers and students will develop awareness and manage their emotions.

We believe that being aware of the emotions experienced in the learning environments in the project will have a positive impact on both the learning performance and welbeing and wellness of the teacher and student. It takes a long time for an innovation to settle in schools. We believe that the implementation of this project for 2 years will enable innovation in schools and change the understanding of teachers in learning environments. We believe that as the contribution of the studies, to the academic-social-emotional learning of the students has been reported as the positive effects of the student and teacher wellbeing, the project activities will continue and motivation to generate resources will be provided. Even if EU funds expire, the instructional designs and learning activities developed over the 2 years of the project will continue to be used and developed.

PARTICIPANTS

Arkas Bilim ve Sanat Merkezi, Turky

https://izmirbilsem.meb.k12.tr

Hacettepe Üniversitesi, Turkey

www.hacettepe.edu.tr

Asociatia Societatea Romana de Educatie Nutritionala, Romania

EsproMinho-Escola Profissional do Minho, Braga, Portugal

www.esprominho.pt / www.esprominhonaeuropa.pt

Liceo Scientifico Statale”Marie Curie”, Italy

www.liceocurie.it

Drawing to Health, Netherlands

www.drawingtohealth.com

Radviliskio Lizdeikos gimnazija, Lithuania

www.lizdeika.lt