ONLINE TEACHING AND LEARNING
STEM School Label is a fantastic initiative sponsored by the Erasmus+ Proyect (European Schoonet) aimed at schools interested in promoting STEM learning (Science, Technology, Engineering and Maths).
What are the STEM School Labels?
The STEM School Label aims at guiding schools in improving their level of STEM education activities but also favours connections and links with STEM stakeholders outside the school. For more details on how it works and why it is important for your school, read more.
What is a STEM School?
Before you go on with the STEM School Label, make sure you dig deeper! Does your school have a strategy about STEM? What do we understand by a STEM School and how can the STEM School Label help you develop an efficient STEM strategy at the school level? Read more.
The STEM School Label Best Practices which you can download here: eu/documents/20182/0/STEM-School-Label-O8-Best_Practices/79e5e6f1-4998-451e-a74e-2b1887642fc5
How Do I Create Driving Questions for my projects?
The TUBRIC™is not only a great hands-on activity
to do with teachers during professional development, but it's also a
great collaborative tool to help your students create their very own
Driving Questions for their projects.
So just download it, print it, and build it!
Look mom & dad, I'm finally using my engineering degree! LOL!
SHOUT OUTS
I'd like to thank Steven Loser, Project Based Learning Coach of Wayne Township, for the inspiration. I'd like to thank John Larmer for narrating the video. I'd like to thank Common Craft for their style of simple videos.
INFOGRAPHICS
Miriam Hernando shares about online teaching: two helpful and meaningful
infographics.
https://www.educarex.es/pub/cont/com/0064/documentos/10_consejos_clasesencasa.pdf
El programa Ecoescuelas premia con una Bandera Verde a los centros de educación infantil, primaria y secundaria que siguen una metodología en siete pasos que consiste en: la creación de un Comité Ambiental, la consecución de una Ecoauditoría, el diseño de un Plan de Acción, el Control y Evaluación del plan, la elaboración de un Código de Conducta, la Vinculación del programa con el currículo y la Información y Comunicación del programa a la comunidad local. https://www.miteco.gob.es/es/ceneam/recursos/quien-es-quien/adeac.aspx
Información sobre el programa Ecoescuelas: http://www.ecoescuelas.org/programa
Provided by Rubén Moreno:
In this link you will find an interactive activity about Tectonic PLates and different kinds of plate boundaries, which can be used in class as a quiz: https://archive.learner.org/
https://archive.learner.org/search/?query=tectonic+plates
Storyboard That's award-winning, browser based Storyboard Creator is the perfect tool to create storyboards, graphic organizers, comics, and powerful visual assets for use in an education, business, or personal setting. ... It is integrated into Storyboard That for use in storyboards, graphic organizers, and presentations.
This is an example on earthquakes:
https://www.storyboardthat.com/es/storyboards/706805/storyboardthat-science-project-
Farolas, letreros luminosos y edificios: las luces nocturnas mejoran la seguridad y hacen que las ciudades sean más atractivas, pero también tienen efectos negativos para la ciudadanía y los animales. A ello se suma que el aumento de luz disponible durante la noche va en detrimento del número de estrellas que pueden verse. La Fundación Descubre suma este año a La Noche Europea de los Investigadores el proyecto Cuenta Estrellas – The Star Spotting Experiment, iniciativa internacional coordinada por VA (Public & Science), institución responsable de La Noche en Suecia.
La experiencia busca sumar hasta el próximo 31 de diciembre de 2019 la contribución de más de 11.000 usuarios, entre estudiantes, familias y público general para ayudar al equipo científico del proyecto a medir la contaminación lumínica contando estrellas en el cielo. El proyecto pretende además generar conocimiento sobre ecología, sostenibilidad y planificación urbana.
El experimento masivo, que se inició en una primera fase en Suecia a partir de febrero de 2019, llega ahora a España, Irlanda y Reino Unido, donde se recogerán los datos de la ciudadanía hasta finales de diciembre de 2019 a través de una app. La participación de varios países en el proyecto permitirá comparaciones internacionales.
El investigador responsable del proyecto es Urban Eriksson, investigador y profesor titular de Física en la Universidad de Lund (Suecia).
Cómo participar:
Necesitas:
-Un tubo de cartón (por ejemplo, un rollo de papel de cocina), un poco de hilo, cinta y un transportador para hacer su tubo de medición y una brújula.
-Descarga la aplicación ‘CuentaEstrellas – The Star-Spotting Experiment’ en tu móvil o tablet.
Apple: https://apps.apple.com/us/app/cuentaestrellas-spotteron/id1450415974?l=es
Google Store: https://play.google.com/store/apps/details?id=com.spotteron.stjarnforsoket&hl=es_419
-Sal al menos una hora después del atardecer y espera diez minutos para acostumbrarte a la oscuridad. Luego, mira a través del tubo en nueve direcciones diferentes en el cielo y cuenta cuántas estrellas puedes ver a través del tubo. Incorpora los resultados en la app junto con información sobre el día, la hora, la ubicación, el clima, etc.
España: Fundación Descubre, ESCIENCIA, La Palma Centre & Fundación Madri+d con el nombre ‘CuentaEstrellas’.
Más información, documentación y vídeos en: https://fundaciondescubre.es/organiza-actividades/cuentaestrellas/
Bringing the subject of science to life for students is the challenge shared by the teachers who author these amazing and insightful science education blogs. Sharing narratives set within and beyond the classroom walls, these next generation educators embrace technology but are never so dazzled by it that they lose sight of their common goal.
Pay attention to the motto of the blog below:
Physics! Blog! shares results of The No Homework Experiment and discusses standards-based grading, the goal of testing, and teaching students how to learn from mistakes.
https://www.biologycorner.com/
Provided by Rubén Santamaría,
BioDigital is a useful website to teach the human body with 3D models. (https://www.biodigital.com/)
Source: Educación 3.0
https://apptk.es/apps/arloon-anatomy-el-cuerpo-humano/
¿Cómo es el cuerpo humano por dentro? Anatomy: El Cuerpo Humano lo muestra con todo detalle para que los estudiantes puedan aprender anatomía de forma divertida. Para ello, muestra un completo modelo del cuerpo en 3D con el que se puede interactuar, darle la vuelta, seleccionar cada órgano, conocer el nombre y curiosidades sobre cada parte seleccionada, observar cada sistema desde todas las perspectivas y recorrerlo de forma virtual.
De esta forma, se puede “viajar” por el interior del cuerpo humano experimentando los procesos que se llevan a cabo en la digestión, la respiración, la circulación, la excreción o los impulsos nerviosos.
Una vez adquiridos esos conocimientos, nos invita a ponerlos a prueba con ejercicios para cada sistema. Este apartado introduce la gamificación en el aula mediante tres modos interactivos (búsqueda, test y quiz), integrando el juego a través de retos, puntuaciones y competición.
Para ampliar la experiencia es posible descargar una ficha con la que se pueden ver los modelos del cuerpo humano con Realidad Aumentada. Basta con imprimirla, usar la cámara desde la aplicación e interactuar con lo que se ve en la pantalla.
Con este complemento se puede posicionar el cuerpo humano sobre cualquier elemento de la clase: un libro, una lámina o un póster. Incluso se puede cargar en tamaño real sobre un alumno, aportando un alto valor comparativo que ayuda mucho a la comprensión.
Está disponible para tablets y smartphones iOS y Android, así como para Pizarra Interactiva y ordenadores con sistema operativo Windows. Cuenta con el reconocimiento de distintas organizaciones educativas como Educational App Store (“certificación 5 estrellas”) o iPad Educators (“mejor aplicación de ciencias 2014”).
TEACHER WELLBEING
Buenos días
Comparto estos recursos de teachitenglish.co.uk en estos últimos días de curso.
Nuestro bienestar como profesores es fundamental para una escuela saludable y para la salud mental de los alumnos.
This is a summary and a sample, but you have the whote document uploaded:
Take care of yourselves.
Everything is planned ahead and you can improve and add whatever you think suitable.
II.
I love to talk with my students about the personal life and curiosities related with the most important scientists we learn about... they really love it because that also makes science, human and real, as it is.
Which one is your favorite scientist?? Not only because of their work but also because of what they are/were as humans beings. For me, Sagan was such an inspiration as I was a child while watching Cosmos with my older brother... (Sara Pampín)
Science Fairs are also an excellent way of promoting and visualising the students' work among parents and other students at the school.
This link provides experiments for middle-school students, but I dare myself to recommend you to have a look at the Primary ones as well.
They should think about which of them are dangerous for the environment and if we could recycle them or look for a less aggressive choice (different container or bigger size). It is possible they wonder about the way they consume products and materials.
-Science Sparks: https://www.science-sparks.com/
-Learning Science: http://www.learningscience.org/translate_main_page.htm
-Articles and information for my students is Popular Science:
There are many books published about CLIL which deal with the language in Non Linguistic Areas, such as:
-BALL Phil, KELLY Keith, CLEGG John: Putting CLIL into practice. 2015 Oxford University Press
HUMOUR IN THE CLASSROOM
Webcomics about life, science and other stuff I guess.
infographics.
https://www.educarex.es/pub/cont/com/0064/documentos/10_consejos_clasesencasa.pdf
I strongly recommend David Ruiz's blog http://www.elblogdelsrruiz.com/ with many tools organized according to your needs and briefly and wonderfully explained:
El programa Ecoescuelas premia con una Bandera Verde a los centros de educación infantil, primaria y secundaria que siguen una metodología en siete pasos que consiste en: la creación de un Comité Ambiental, la consecución de una Ecoauditoría, el diseño de un Plan de Acción, el Control y Evaluación del plan, la elaboración de un Código de Conducta, la Vinculación del programa con el currículo y la Información y Comunicación del programa a la comunidad local. https://www.miteco.gob.es/es/ceneam/recursos/quien-es-quien/adeac.aspx
Información sobre el programa Ecoescuelas: http://www.ecoescuelas.org/programa
Ecoescuelas: Educando en verde
Fuente: http://www.pensandoelterritorio.com/ecoescuelas-educando-en-verde/
Ecoescuelas o ecoschools es un programa implantado a escala mundial coordinado por la Fundación de Educación Ambiental (FEE).
El programa nace en 1994 a escala internacional con el objetivo de introducir y/o fomentar la educación ambiental para el desarrollo sostenible y la gestión y certificación ambiental en los centros de educación infantil, primaria y secundaria.
Ecoescuelas cuenta ya con unos 38.000 centros participantes en 49 países de los 5 continentes. Aunque en otros países existen un mayor número de ecoescuelas, España ya se ha convertido en el sexto país, por detrás de Reino Unido y los países nórdicos, en cuento al número de éstas se refiere.
En total, nuestro país cuenta con más de 450 ecoescuelas, estando la mayor parte en Andalucía, Comunidad de Madrid y País Vasco.
En España, este programa lo desarrolla y coordina la Asociación de Educación Ambiental y el Consumidor, que es miembro del organismo internacional.
Para formar parte de esta red de escuelas verdes y obtener el distintivo de ecoescuela, los centros educativos y su personal docente deben cumplir unos requisitos.
Inicialmente, deben llevar a cabo una auditoria o un estudio de la situación real de la gestión de los residuos, el gasto energético, el uso del agua y las actividades que dentro del centro educativo se realizan. Este estudio debe comenzar por iniciativa de los alumnos, del personal docente y otros agentes externos del ámbito escolar (familias, asociaciones, administraciones, etc), que juntos conforman el comité ambiental.
Se conoce a este proceso inicial como eco auditoría y trata de transformar el centro escolar a nivel físico y material, pero también en cuento a la forma del aprendizaje y las relaciones humanas mediante una pedagogía basada en el respeto al medio ambiente, la cooperación y la solidaridad.
Figura 1. Imagen de una ecoescuela andaluza. Fuente: Junta de Andalucía
Viendo cuál es la situación de partida y el estado real del centro educativo, se establece un Plan de Acción, basado en un enfoque holístico y participativo, con el fin de mejorar aquellas deficiencias detectadas y resolver los problemas ambientales en el centro de educación.
Al finalizar todo este proceso, y si se han cumplido todos los objetivos de mejora , se otorga al centro educativo un reconocimiento o galardón, que es la Bandera Verde de Ecoescuelas, concedida para una periodo de tres años.
Esta Bandera acredita que el centro educativo forma parte de la red internacional de ecoescuelas, cuyo modelo educativo se basa en la calidad y en el respeto al medio ambiente.
Pero, las ecoescuelas no dejan de emprender nuevas actividades de mejora de la calidad educativa y en la resolución de los problemas ambientales del centro, sino que continúan en su empeño de construir un mundo futuro, más humano y respetuoso con el medio ambiente.
Imagen de portada: Huerto escolar. Fuente: IES Iliberis
Fuentes:
Asociación de Educación Ambiental y el Consumidor: http://www.adeac.es/
Red Internacional de Ecoescuelas: http://www.eco-schools.org/
In this link you will find an interactive activity about Tectonic PLates and different kinds of plate boundaries, which can be used in class as a quiz: https://archive.learner.org/
https://archive.learner.org/search/?query=tectonic+plates
This is an example on earthquakes:
https://www.storyboardthat.com/es/storyboards/706805/storyboardthat-science-project-
Esta iniciativa es una gran ocasión para participar en un proyecto internacional, pero también una gran actividad en sí misma que se puede realizar a lo largo del curso.
La experiencia busca sumar hasta el próximo 31 de diciembre de 2019 la contribución de más de 11.000 usuarios, entre estudiantes, familias y público general para ayudar al equipo científico del proyecto a medir la contaminación lumínica contando estrellas en el cielo. El proyecto pretende además generar conocimiento sobre ecología, sostenibilidad y planificación urbana.
El experimento masivo, que se inició en una primera fase en Suecia a partir de febrero de 2019, llega ahora a España, Irlanda y Reino Unido, donde se recogerán los datos de la ciudadanía hasta finales de diciembre de 2019 a través de una app. La participación de varios países en el proyecto permitirá comparaciones internacionales.
El investigador responsable del proyecto es Urban Eriksson, investigador y profesor titular de Física en la Universidad de Lund (Suecia).
Cómo participar:
Necesitas:
-Un tubo de cartón (por ejemplo, un rollo de papel de cocina), un poco de hilo, cinta y un transportador para hacer su tubo de medición y una brújula.
-Descarga la aplicación ‘CuentaEstrellas – The Star-Spotting Experiment’ en tu móvil o tablet.
Apple: https://apps.apple.com/us/app/cuentaestrellas-spotteron/id1450415974?l=es
Google Store: https://play.google.com/store/apps/details?id=com.spotteron.stjarnforsoket&hl=es_419
-Sal al menos una hora después del atardecer y espera diez minutos para acostumbrarte a la oscuridad. Luego, mira a través del tubo en nueve direcciones diferentes en el cielo y cuenta cuántas estrellas puedes ver a través del tubo. Incorpora los resultados en la app junto con información sobre el día, la hora, la ubicación, el clima, etc.
España: Fundación Descubre, ESCIENCIA, La Palma Centre & Fundación Madri+d con el nombre ‘CuentaEstrellas’.Más información, documentación y vídeos en: https://fundaciondescubre.es/organiza-actividades/cuentaestrellas/
Pay attention to the motto of the blog below:
Ever tried. Ever failed. No matter. Try again. Fail again. Fail better. Samuel Beckett
Physics! Blog! in: https://kellyoshea.blog/Physics! Blog! shares results of The No Homework Experiment and discusses standards-based grading, the goal of testing, and teaching students how to learn from mistakes.
https://www.biologycorner.com/
Provided by Rubén Santamaría,
BioDigital is a useful website to teach the human body with 3D models. (https://www.biodigital.com/)
Source: Educación 3.0
https://apptk.es/apps/arloon-anatomy-el-cuerpo-humano/
¿Cómo es el cuerpo humano por dentro? Anatomy: El Cuerpo Humano lo muestra con todo detalle para que los estudiantes puedan aprender anatomía de forma divertida. Para ello, muestra un completo modelo del cuerpo en 3D con el que se puede interactuar, darle la vuelta, seleccionar cada órgano, conocer el nombre y curiosidades sobre cada parte seleccionada, observar cada sistema desde todas las perspectivas y recorrerlo de forma virtual.
Una vez adquiridos esos conocimientos, nos invita a ponerlos a prueba con ejercicios para cada sistema. Este apartado introduce la gamificación en el aula mediante tres modos interactivos (búsqueda, test y quiz), integrando el juego a través de retos, puntuaciones y competición.
Con este complemento se puede posicionar el cuerpo humano sobre cualquier elemento de la clase: un libro, una lámina o un póster. Incluso se puede cargar en tamaño real sobre un alumno, aportando un alto valor comparativo que ayuda mucho a la comprensión.TEACHER WELLBEING
Comparto estos recursos de teachitenglish.co.uk en estos últimos días de curso.
Nuestro bienestar como profesores es fundamental para una escuela saludable y para la salud mental de los alumnos.
This is a summary and a sample, but you have the whote document uploaded:
10 golden rules of mental health wellbeing
Andy Sammons, Head of Department and author of 'The Compassionate Teacher' @compassionteach, shares 10 rules you should follow to help you handle the demands of teacher workload and limit your chances of reaching burnout.Paying attention to your mental health
By the time I worked it out, it was too late. It took about six months, but by the time depression descended on me, there was no going back. Even now, feeling better about life, I look back on that time in horror – horror at the place I went to mentally, and horror at what I put my family through.
Two things are clear to me now. Firstly, although humans are remarkable, our brains are faulty in the sense that unless we pay attention to them, there will be payback in terms of mental health. Secondly, notwithstanding this, our current educational context makes teachers extremely vulnerable to mental health issues.
The way I see it, anxiety and depression are two sides of the same coin – one fuels the other. Once you get your head around that relationship, you can begin to understand and be wary about the warning signs. Anxiety is an evolutionary mechanism designed to help us stay out of danger; the only problem is that problems we now perceive in the modern day are of a different nature to those we evolved to survive.
The physiological consequences for too much anxiety and stress are long term. Over a long period of time, too much of it leads us to feel differently about the world, and there is an evolutionary basis for depression too.
During the six months I allude to above, on reflection, there were some fairly recognisable symptoms. And when I map it onto the types of things one might do to keep going and survive, I did something foolish: I turned from a human being into a human doing. In other words, I chased the tick-list. I chased the completion of tasks. I chased getting to the end of a workload that was an impossibility.
How I became a human doing
How did this manifest at home? Anything related to being a human became an inconvenience. I stopped watching my nutrition. I stopped talking with my wife. And I stopped spending time with my family. When my little boy cried in the night, my stomach would lurch and send me into a panic because I’d be terrified of not getting my work done the next day. The thought of spending time with my family became terrifying, not an escape or a welcome distraction. There was simply no escape from my newly crafted mental hell.
All the while, I ramped up the pressure on myself to keep on top of the fight I’d never win. My sleep deteriorated – I’d wake up during the night five or six times to check my ‘to do’ list. Slowly, cracks appeared at work, and I couldn’t keep up. An email could send my heart racing, or a student falling behind would induce me to a breathless panic. Effectively, my brain lost the ability to truly distinguish between credible threats and the things less worth panicking about.
The key? Sweat the small stuff. Notice your emotions, their triggers, and what you can put in place to alleviate the strains.
The resource below includes ten actions you can put in place right now. This resource accompanies Andy's article: 'Anxiety and depression, the terrible twins: what they are and how to spot them'.
Example golden rule
5. Be you. Remember, you are you, and not just a teacher. Give yourself the time and space to be that person outside of the building – the key is to create the space to ‘decompress’ and experience life outside of the cauldron. Having experienced it myself, staying in the cauldron only makes things worse.
Take care of yourselves.
NUTRITION
Air New Zealand trials edible, vanilla-flavoured coffee cups to reduce waste
CLASS RESOURCES to WORK with the LANGUAGE ASSISTANT
Air New Zealand trials edible, vanilla-flavoured coffee cups to reduce waste
Vanilla-flavoured, edible coffee cups are being trialled at Air New Zealand in an effort to reduce waste.
Customers in the air and on the ground are being served the leakproof, sustainable treat that also doubles as a dessert bowl.
Air New Zealand customer experience manager Niki Chave said the cups had been a big hit.
Air New Zealand
Edible cups are being served on Air New Zealand flights to reduce waste.
"We've been working in partnership with innovative New Zealand company Twiice to explore the future of edible coffee cups,” she said.
CLASS RESOURCES to WORK with the LANGUAGE ASSISTANT
If you are a Science Teacher you can't miss this wonderful document created by Pablo
Acosta Robles. It will guide you and your Language Assistant throughout the school year.
Everything is planned ahead and you can improve and add whatever you think suitable.
When teaching a subject in English, we are sometimes stressed because we are not really sure if the students have understood a certain topic or exercise.
I want to stress that students also have difficulties with the subjects taught in Spanish, and teachers worry about it too. Rephrasing and asking for clarification using simple sentences are good tools.
I. Poster.
Very useful for the students if you place some copies on the classroom walls or you hand out a copy to each of them.
II.
Checking for Understanding:
Do you understand?
Are you following me?
Do you understand what I mean?
Do you understand what I’m saying?
Any questions?
Got it?
Expressing lack of understanding:
I don’t get it.
Sorry, I didn’t get your point.
What do you mean?
I’m not sure I got your point.
I beg your pardon, but I don’t quite understand.
I don’t quite follow you.
I’m sorry. I don’t understand what you mean.
Sorry, I didn’t quite hear what you said.
Asking for clarification:
Could you clarify that, please?
Could you explain that, please?
What do you mean by that?
Could you say that again, please?
Could you repeat, please?
Could you put it differently, please?
Clarifying:
Sorry, let me explain…
Let me clarify it for you…
To put it differently…
Let me put it in another way…
Showing Understanding:
I see.
I understand.
I got it.
Ok, I got what you mean.
I understand what you mean.
If you want to practice pronuntiation, listen from this is the source: https://basicenglishspeaking.com/checking-understanding-english/
THE MORGAN FREEMAN SCIENCE SHOW
9th November
OnThisDay in 1934, the Universe produced a collection of organic molecules called Carl Sagan... Happy Birthday Carl!🌙🌌
I love to talk with my students about the personal life and curiosities related with the most important scientists we learn about... they really love it because that also makes science, human and real, as it is.
Which one is your favorite scientist?? Not only because of their work but also because of what they are/were as humans beings. For me, Sagan was such an inspiration as I was a child while watching Cosmos with my older brother... (Sara Pampín)
Halloween activities.
This is a very easy one to connect Science with this festivity.
How to
make a pumpkin lava lamp: https://www.science-sparks.com/pumpkin-lava-lamps/
MARS ROVER
I'm sure you have talked in class about the landing of the NASA robot
on Mars. This is the news in the Washington Post: the text, video and
the first picture.
But what happened to the one the Europan Space Agengy sent in 2016?
Find out here.
Some schools organize Science Fairs for the students to show their expertese in the subject.
Science Fairs are also an excellent way of promoting and visualising the students' work among parents and other students at the school.
This link provides experiments for middle-school students, but I dare myself to recommend you to have a look at the Primary ones as well.
This
is a great activity to work cognition along with communication, and of
course content and culture..., a perfect resource to create your own
CLIL activity.
It would be interesting to make a list with every type of plastic they are using in their daily life. Perhaps it could be in 3rd or 4st ESO.
They should think about which of them are dangerous for the environment and if we could recycle them or look for a less aggressive choice (different container or bigger size). It is possible they wonder about the way they consume products and materials.
Electricity and lightning workshop: making a news report
This resource helps students to produce a news report: language and content in action
Science movies
Drawing from never-before-seen footage that has been tucked away in the
National Geographic archives, director Brett Morgen tells the story of
JANE, a woman whose chimpanzee research revolutionized our understanding
of the natural world.
➡ Subscribe: http://bit.ly/NatGeoSubscribe
Science webs
-Science Sparks: https://www.science-sparks.com/
-Learning Science: http://www.learningscience.org/translate_main_page.htm
-Articles and information for my students is Popular Science:
There are many books published about CLIL which deal with the language in Non Linguistic Areas, such as:
-BALL Phil, KELLY Keith, CLEGG John: Putting CLIL into practice. 2015 Oxford University Press
- COYLE Do, HOOD Philip, MARSH David: CLIL. Content and Language Integrated Learning. 2010, Cambridge Universitiy Press
- Liz Dale and Rosie Tanner: CLIL Activities. A resource for subject and language teachers. 2012. Cambridge University Press
 |
| http://www.scientix.eu |
Enrol in the third Scientix Ambassadors Training Course to become Scientix Ambassador for your country
Scientix is organising the third edition of the Scientix Ambassadors
Training Course for STEM teachers who are interested in becoming part of
the Scientix Teachers’ Panel running until January 2019.
Ideal candidates will be dynamic, motivated and creative teachers who wish to make a mark on STEM education in their countries.
The
main goal of the course is to introduce teachers to the Scientix tools
and practice, but also to help STEM teachers from across Europe and
beyond to get the information and develop skills and competencies that
can contribute to their professional development.
The online
course is free of charge and the current edition will run between 2
October and 4 December 2017. Places are limited to 300 participants per
edition. A delayed start is allowed in case of free places. Participants
will be chosen from among those that apply through the form below,
taking into account the order of application and a fair country
distribution.
Webcomics about life, science and other stuff I guess.
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