"Creativity Learning and Cultural Exchange: Erasmus Impact Assessment"(Report prepared by the AES team)

Report prepared by the AES Team

Project “ Creativity learning, entrepreneurship, and technology at the service of those who need it most” 2020-1-ES01-KA229-082726

Introduction

The purpose of this report is to assess the degree of achievement of the project's objectives aimed at developing intellectual and social skills among students. The project aimed to improve language proficiency, foster creativity, teamwork, increased responsibility, as well as expanding knowledge in technology and culture. To evaluate the extent of achieving these goals, we employed various methods of measurement.

1. Surveys: Following each mobility, participating students were requested to complete an evaluation form, which served a dual purpose. Firstly, it assessed their overall satisfaction with their involvement in the project, encompassing their experiences, interactions, and the value they derived from the mobility. Secondly, it aimed to gauge the skills and competencies they had acquired throughout the project, thereby providing valuable insights into the effectiveness of the learning process.

2. Creativity and Efficiency: The Practical Dimension - creativity and efficiency in the projects were nurtured and observed from one mobility to another. The students actively engaged in assessing and enhancing their final product. This assessment encompassed a comprehensive evaluation of the originality and impact of the games they designed, with a keen eye on innovation and effectiveness.Throughout the entirety of the project, students diligently dedicated themselves to creating their board games. This encompassed the entire spectrum, from the initial design phase to the development of prototypes, and the ongoing process of assessing and refining their games. This continuous improvement process persisted until they achieved the most polished, refined results. These completed board games were generously shared with locations where other young individuals could derive value from them, exemplifying the students' commitment to giving back to their community.

3. Cultural Awareness and Tolerance: The project involved organized discussions and presentations where students had the opportunity to share their newfound knowledge about other cultures. Students not only presented their own regions and countries but also engaged in Kahoot quizzes, in a competitive format, to test their understanding of different cultures. The assessment primarily focused on their ability to respect and tolerate cultural differences through these interactions and presentations. This dynamic approach encouraged active participation and ensured that the students' cultural awareness was effectively assessed.

4. Participation and Responsibility: Monitoring the students' participation in various project activities, workshops, conferences, and meetings helped us assess whether they took on greater responsibility in the project.

5. Feedback and Reflection: Students were encouraged to provide feedback on their experiences and learning throughout the project. They were also asked to reflect on how they had grown intellectually and socially.

6. Observations and Documentation: The progress and achievements of the project were documented through tangible outcomes (e.g., the games designed, presentations given, or workshops conducted).

By combining these quantitative and qualitative measures, we gained a comprehensive understanding of whether the project's objectives were met and to what extent. Regular data collection and feedback were conducted throughout the project, allowing for real-time adjustments and improvements.