Which methodology is best? How do students learn more meaningfully? How to get them to develop skills for the 21st Century?
With this research we have sought to answer these questions.
After analyzing 4 methodologies (Learning based on digital games, Cooperative Learning, Learning through Web 2.0 tools and traditional teaching) we have obtained the following results:

Digital Game “La Senda del Bien”

This game was created to carry out the research about new methodologies. It is only in Spanish but it will be ready soon in English.

With it, your students will learn the ethical theories of Socrates, Plato and Aristotle in a inspiring way.

It was programmed with Renpy, using Java and Python language.

Click on the image to go to the game!

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5th Transnational meeting

The fifth coordination meeting was an unofficial meeting.
It was held in Turkey during the mobility of November 2016.
It dealt with the following aspects:
– Search for solutions to the problems to move students to Turkey: Organization of the virtual workshop “Games to Learn”
– Review of the impact on teachers and actions at the local level
– Organization of research on new methodologies
– Decisions on the dates of the following mobility

Transnational meetings

One of the best tools we have had to ensure the success and achievement of the project objectives has been transnational meetings.
Thanks to them we have been able to coordinate and work as a team, organizing workshops, mobilities and sharing responsibilities.
In addition, we have continuously reviewed the priorities and the work plan of the project, so that it is impossible to deviate from the initial meaning of the project.

These have been the meetings held and the dates of the meetings:
18-01-16 (Spain): Minutes available
12-04-16 (Turkey): Minutes available
28-05-16 (Online coordination meeting through the Etwinning platform): Minutes available
09-06-16 (Spain): Minutes available
20-10-16 (Turkey): No record (unofficial meeting)
17-05-17 (Turkey): Minutes available

The participants have always been the coordinators of the partner centers and also all the participants in the mobilities.

ECO: Local Sub-project & Workshop Assessment


The ECO project is evaluated by combining teacher assessment, co-evaluation and self-assessment.

The instruments used to evaluate the project are:

Indicator Sheets,
Control tables,
Online questionnaires.

We specify below the type of evaluation and the instruments used for each activity and phase of the project.


During this phase students prepared themselves to being able to think critically, they started to use some Web 2.0 tools and launched their communication skills.

Students watched some films, related them with philosophy and history, created map minds, presentations and some posters. All these was evaluated by the teacher with this sheet:


Activity 1: Publication of news and reviews:

The teacher evaluates the quality of the news and reviews published by students using specific rubrics designed for this purpose (HEADING 1 AND 2).

The teacher will also use an Excel to keep track of the news and reviews published by each student throughout the project.


In this Excel we marked the quality of each news and review published by the students on a monthly basis, so that at the end of the project we could be able to evaluate the improvement of skills throughout the project, in particular, the skills that Follow-up will be as follows:

  • Written communication (Writing in news and reviews),
  • Relational ability (Relationship with curriculum in news and reviews),
  • Technological literacy (Image and dissemination in networks in news and reviews),
  • Critical thinking (critical thinking in reviews)

The students knew the rubrics from the first day and the teacher shared them with them.

When the teacher observed that the students were not clear about how to write the news and reviews or noted that the boys were not giving everything they could or that they could improve on their results, he or she met them and, rubric in hand, asked them to carry out a self-assessment exercise to raise awareness of the errors they were having and could correct them.

Activity 2: ECO Knowledge bank.

This activity was evaluated on the one hand by the classmates who were receiving the knowledge capsules and on the other hand by the teacher.

For this the following indicators were followed.


The Gymkana and the workshops were evaluated by the participants in the workshops and the Gymkana in accordance with this rubric.

All the Spanish students (10th Grade and 11Th grade) that took part on the activities coevaluated and heteroevaluated the work and Turkish students, following the English version of the rubric also evaluated the activity and their friends work.

The teachers evaluated the participation and work of the Spanish and Turkish students according to the following rubric:

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Link to the rubric



Finally, at the end of the project, two self-evaluation of the students (Spanish and Erasmus + students) were carried out, in which they evaluated the different phases of the project as well as their perception of the improvement of each one of the skills that have been tried to promote during the months that the ECO project has lasted.

A. Spanish self-evaluation of ECO

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B. Erasmus + students self-evaluation of ECO and Inside World

An online questionnaire designed with the Kwik surveys tool that was shared with the students was used.

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Erasmus + Corner

The 2 Erasmus + corner have been alive during the 2 years of the project. They have been changing, adding pictures and media (videos, presentations…) that could allow all families, teachers, students and visitors to know the project and our activities:

Reports of activities to teachers

At the beginning of the project, all the teachers of the centers were presented with the main activities, lines of work and objectives that they would have. Motivating teachers to collaborate and get involved in the project was the main idea of ​​this initial dissemination.
We can say that this dissemination was a success because more than 35 teachers from Spain and Turkey have collaborated and participated in the different activities both locally and internationally.
To this end, several explanatory and motivational videos were prepared.

(English and Spanish version. This video was at the entrance of the school for 6 months.)

After each mobility, a video or presentation was prepared that allowed the rest of the teachers of the school to know the activities, workshops and experiences lived through the Erasmus +. In this way the project spread and the other teachers were encouraged to participate in it.

Some examples of videos are:

At the end of the project, a presentation to disseminate the results of our project was shared with all the Spanish teachers: