Transnational project meetings will be 3 in total, one during the first year of the project and 2 during the second year. As the project aims at having 5-month cyclic results, the transnational project meetings will try to cover this span of time, while also ensuring monitorization of project work developments, reducing risk of failure and catching up with unforeseen delays by re-planning activities and offering addtional support. The distribution of these meetings also meets the needs of monitoring of dissemination activities, monitoring and assessment of project developments, realisation of tangible deriverables and overall implemetation of the project.
There will be 3 participants per meeting from visiting countries, all members of each school's project team, who will exchange ideas, experiences, know-how and expertise, who will also be able to assess project developments, plan ahead, offer solutions and report on doings and findings. Each of the transnational project meetings will become a monitoring instrument in itself , as well as an opportunity to ensure visibility of the project.
The added value of these blended learning activities is important in many different ways. Students had clear tasks assigned to them and time to get to know each other online, to communicate and exchange ideas, to express preferences for a particular task, to contribute to the initial strategy, plan of action or detailed output that were used at the given location, for real, with certain outcomes to be obtained and with certain feedback to be offered.
Firstly, there is the "hands-on" approach that these activities propose, as during each and every one of them students had been involved in different projects that they have carried out, on their own (yet under close supervision of at least 1 accompanying teacher) and which had hopefully boost creativity, team work and entrepreneurial spirit, thus aiding the installment of key competences, as it will prove participants that even in an unfamiliar environment can bring their contribution to the greater good by doing something practical and useful.
Secondly, there is the personal development area, the learning to learn, critical thinking and the autonomous learning, as well as the civic and social engagement that these students had experience in real life.
Thirdly, the experience of actually doing something together with an international team, in an unknown location, with variables that may be very far away from the original expectations, and, even more, overcome problems of any type, find solutions and still carry out the given task had instilled resilience and determination, both of which become or are part of sub-key competences, nevertheless being skills for life.
Fourthly, the activities hereby mentioned are not all aimed to be in aid of those with a certain preference or skill, as personal preference will mostly be an underrated criterion when the final selection of teams is done. Therefore, pupils had to be prepared to undertake tasks they might not like, yet expected to carry these out at their best.
This learning/teaching/training aimed more at instilling key competences linked to communication, ICT, creativity and product delivery, to put it bluntly the practice section of an ordinary educational sequence.