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The venue of the Summer School is located at the beautiful Old Town Campus of Vilnius University. Founded in 1579, it is one of the oldest and most famous establishments of higher education in Eastern and Central Europe.

Vilnius, the capital city of Lithuania, is a beautiful and vibrant city, especially in the early summer, when the summer school takes place. There are plenty of historical sites and cultural events to visit, and you can find the information here

Getting here

Airports

Vilnius airport is the largest airport in Lithuania, situated just 15 min by car or public transport from the city center. Participants can also choose Kaunas airport as an option to reach the country as it takes only 1-1,5 hour to drive to Vilnius center. More information is available on the Vilnius Airport website or the Kaunas Airport website.

Trains

Vilnius can be reached easily by train from many cities in Europe. Vilnius railway station is in a convenient location as it takes barely 10 minutes on foot to reach Vilnius Old Town and the city center. One can purchase train tickets online.

Buses

There is a choice of international bus lines connecting Vilnius with other European cities. There are direct buses to Lithuania (Vilnius) from Latvia, Poland, Estonia, Russia, etc.

How to reach the Summer School venue?

Taxi

Vilnius Airport approved taxi rank can be found just in front of the arrivals terminal. Most of the taxi cabs accept cash and credit cards. We recommend A2B Taxi | +370 626 66667 or 1666

Uber and Bolt

Uber and Bolt are operating in Vilnius. You can download the apps on App Store and Google Play.

Public transportation

You can reach Vilnius Old Town and summer school by bus or trolleybus. We recommend using "Trafi" APP to find the most convenient routes. Nearest stop to the Summer School venue is called "Arkikatedra".

Accommodation

Vilnius offers different options for a comfortable and pleasant stay: from hotels to hostels. University guests usually stay at hotel Artis (https://artis.centrumhotels.com/) or hotel Artagonist (https://www.artagonist.lt/en/) as they are close to the Faculty of Philosophy where the summer school will take place. However, depending on your personal preferences you can also look for other accommodation options on booking.com or Airbnb.

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Based on key issues identified by our needs analysis, EASTEM addresses three key issues in student centered competence development:

a.) Staff development for lecturers
Uppsala University will lead staff development in cascade format in student centered competence development. In the first phase, participating staff are asked to develop and implement a test bed, a student project module, where students solve problems from local industry/communities in international teams across partner institutions. Bringing together lecturers as well as students it will lead to competence development for both groups. In the second phase, the module is run a second time. In addition, the lecturers will develop and conduct their own staff development sessions for other lecturers both within and outside of their institutions. As a primary target group it will give lecturers capacity and confidence to utilize student centered competence development approaches in their teaching. By bringing in industry/community based problems into a classroom setting, the participating students will develop ther competences and the university will be able to strenghten their collaboration with local industry and the surrounding community.

b.) Establishing STEM Education centers
Coordinated by VU, EASTEM will support the development and launch of centers of excellence for STEM Education. Participants will undergo staff development in center establishment and management. With the support of VU and the consortium, each institutional team will establish a center for STEM Education. In addition, VU will provide staff development in cascade format for lecturers involved in organising center activities, on student engagement in the centers and activities for lecturers at K-12 level. This will provide a network of 10 centers for STEM Education connected to european research groups, managed by teams with the capacity to run them, activities with a competence development focus, providing a sustainable focal point for WP2 activities. It will provide institutions with a platform for increasing visibility to developments within STEM Education and a further way to build their relationship with stakeholders, including local industry/community.

c.) Facilitating industry engagement and competence indegration into educational programs
IMT Atlantique will guide discussions in how to integrate competences into educational programs. Recognising the importance of competece development for students, this brings it to a strategic level. In providing support and understanding for how a process for competence integration into STEM educational programs can be developed, EASTEM provide partner institutions with the capacity to develop their own processes for continuous integration of competence development, industry involvement, and how to update or modify existing univerity strategies towards creating competence integrated education educational programs.

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Top juosta EDUSIMSTEAM copy

FOSTERING STEAM EDUCATION IN SCHOOLS (EDUSIMSTEAM) NR. 612855-EPP-1-2019-1-TR-EPPKA3-PI-FORWARD

This project is mainly aimed at teachers and students in K-12 schools to gain STEAM methodology through teacher trainings, online platform, curriculum, learning scenario studies, policy making documents etc.

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THEE LOGO

 Youth Volunteer Educators e-learning Program for young migrants and refugees (e-VELP) (Number: 2019-3-DE04-KA205-018805)

The project’s idea originated from the rising concern for young migrant/refugee conditions that increased upon the arrival of an estimate of 1 million refugees into the EU in 2015. Majority of the migrants come from the youth sector, highly motivated yet low in skills. The skills gap poses a challenge to their assimilation into their new community. Consequently, a rise in politicisation increased fears and discrimination within the welcoming countries particularly due from a lack of personal contact.

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GEMtopSvetainei

STEAM-CT, No. 2019-1-BE02-KA201-060222

In education, computational thinking is a set of problem-solving methods that involve expressing problems and their solutions in ways a computer could execute (Wing, J, 2014). Computational thinking can be used to algorithmically solve complex problems in a very efficient way (Repenning, A. et al, 2010). Besides critical thinking, creativity, communication and collaboration, computational thinking can be seen as an important part of 21st century learning. At this moment the importance of ‘computational thinking’ is still underestimated in curricula for elementary and even secondary education throughout Europe.

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GEMtopSvetainei

Fostering Accessible Study Technologies (FAST): Accessible Learning Management System in Humanities and Social Sciences, No. 2018-1-MK01-KA203-047104

Higher education is facing many challenges in global terms, as it is being reshaped by the digital evolution. Learning Management Systems (LMSs) are software applications for administration, documentation, reporting and delivery of educational courses or training programs. LMSs focus on online learning delivery, but support a range of uses such as delivery of materials to students, administration of tests and other assignments, track of student progress, management and record-keeping etc.

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 Development of STEAM education (DOSE) (2020-1-LT01-KA201-077935)

The objective of the Development of STEAM education project is to lead European schools in the improvement of existing STEAM approaches, to guide them fostering the young Europeans’ interest, skills, and career in maths, science, engineering, and technology as well as arts, and to provide the schools with the necessary toolbox to engage their students, teachers and other members of the community in STEAM-related activities by developing an appropriate STEAM school strategy. Providing adequate guidance and underpinning innovative activities to be developed at the national level, the Project will expand a network of STEAM schools involving not only teachers, administrators, but also other stakeholders, e.g., STEAM/research/ non-formal education centers.

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