{"id":26894,"date":"2021-05-22T17:40:40","date_gmt":"2021-05-22T17:40:40","guid":{"rendered":"https:\/\/www.embl.org\/ells\/?page_id=26894"},"modified":"2021-06-17T17:05:44","modified_gmt":"2021-06-17T17:05:44","slug":"system-2020","status":"publish","type":"page","link":"https:\/\/www.embl.org\/ells\/projects\/system-2020\/","title":{"rendered":"SySTEM 2020"},"content":{"rendered":"\n<div class=\"vf-grid | vf-grid__col-3\"><div class=\"vf-grid__col--span-2\"><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<p><a rel=\"noreferrer noopener\" href=\"https:\/\/system2020.education\/\" target=\"_blank\">SySTEM 2020<\/a> will focus on science learning outside the classroom, mapping the field across Europe, evaluating a number of transdisciplinary programmes to design best principles for educators in this field, and also examining individual learning ecologies by piloting self-evaluation tools for learners which will document science learning outside of the classroom. This study will map practices in 19 EU countries, including in-depth studies in 8 of these countries, covering learners between the ages of 9\u201320 years.<\/p>\n\n\n\n<p>In this project ELLS (EMBL) collaborates as a linked-third party with 11 partners and 10 linked-third parties.<\/p>\n\n\n\n<p><strong>Follow the project<\/strong>: <a rel=\"noreferrer noopener\" href=\"https:\/\/www.facebook.com\/SySTEM2020\/\" target=\"_blank\">Facebook<\/a>, <a rel=\"noreferrer noopener\" href=\"https:\/\/twitter.com\/system2020eu?lang=en\" target=\"_blank\">Twitter<\/a>, <a rel=\"noreferrer noopener\" href=\"https:\/\/www.instagram.com\/system2020eu\/?hl=en\" target=\"_blank\">Instagram<\/a>, <a rel=\"noreferrer noopener\" href=\"https:\/\/www.youtube.com\/channel\/UCHY2Y3Cd6qXtKYfBgAzqzRg\" target=\"_blank\">YouTube<\/a><br><strong>Join the project at<\/strong>: #system2020<\/p>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"615\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/System2020-visual_600x1000px-1024x615.png\" alt=\"\" class=\"wp-image-26828\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/System2020-visual_600x1000px-1024x615.png 1024w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/System2020-visual_600x1000px-300x180.png 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/System2020-visual_600x1000px-768x461.png 768w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/System2020-visual_600x1000px.png 1063w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"vf-grid | vf-grid__col-3\"><div class=\"vf-grid__col--span-2\"><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<div class=\"vf-tabs\"><ul class=\"vf-tabs__list\" data-vf-js-tabs=\"true\"><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-3d428723-bbc9-4c64-bf48-585e36fb7b1e\">Objectives<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-688ec1a8-8a51-4d3b-b5ec-fd28a5b0b6b4\">Aims<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-7a91ec96-d68d-4c8e-8092-8023424feeac\">EMBL-ELLS\u2019s role<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-8230165c-1980-413d-93db-e4b79762df1e\">Contributors<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-23da9bf3-91c4-46b7-a4f1-f8bfc6e5615f\">Project key dates<\/a><\/li><\/ul><div class=\"vf-tabs-content\" data-vf-js-tabs-content=\"true\">\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-3d428723-bbc9-4c64-bf48-585e36fb7b1e\"><h2>Objectives<\/h2>\n<p>SySTEM 2020 has tasked itself with five primary objectives:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>ASSESS<\/strong> \u2013 To generate a comprehensive overview of non-formal and informal science learning in Europe which contributes to the knowledge base of science with and for society at the level of individuals and organizations.<\/li><li><strong>UNDERSTAND AND IDEATE<\/strong> \u2013 To involve stakeholders in identifying the main challenges concerning science learning outside classroom and to co-design ideas and concepts that support scientific literacy<\/li><li><strong>DESIGN, DEVELOP AND EXECUTE<\/strong> \u2013 New tools and frameworks and practices for implementation in non-formal learning programmes.<\/li><li><strong>REFLECT AND EVOLVE<\/strong> \u2013 To evaluate the success and learnings of the tools developed and improve their efficacy through an iterative design process.<\/li><li><strong>ENGAGE AND INFORM<\/strong> \u2013 To disseminate keys findings of three years through research papers, conferences, workshops and engage with stakeholders and media to create feedback loops and strengthen science with and for society.<\/li><\/ul>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-688ec1a8-8a51-4d3b-b5ec-fd28a5b0b6b4\"><h2>Aims<\/h2>\n<h3 class=\"wp-block-heading\">Connecting science learning outside the classroom<\/h3>\n\n\n\n<p>The <a rel=\"noreferrer noopener\" href=\"https:\/\/system2020.education\/\" target=\"_blank\">SySTEM 2020<\/a> project aims to evolve STEAM (Science, Technology, Engineering, Art and Math) learning outside the classroom into a connected learning ecology, linking the different science learning experiences into mutually reinforcing complementary practices.<\/p>\n\n\n\n<p>The relentless pace of technological and scientific development seen over the past decade is not set to slow down. The rapid changes are predicted to have a deep impact on traditional careers. The World Economic Forum predicts that 65% of todays\u2019 school children will be holding jobs which don\u2019t yet exist. The development of a scientifically informed and technologically proficient society is also becoming a priority. Hence, science education is not merely crucial for the future of research but helps foster a society which can discern critically the available scientific news, differentiate between credible and \u201calternative\u201d facts and make informed decisions. These skills will support citizens in becoming creative and flexible thinkers who will contribute to a smart, sustainable and inclusive growth of Europe.<\/p>\n\n\n\n<p>To achieve this, <a href=\"https:\/\/system2020.education\/\" target=\"_blank\" rel=\"noreferrer noopener\">SySTEM 2020<\/a> will be focusing on understanding and mapping the impact of science learning in non-formal* and informal** settings on young people from 9-20 years old. Both research and practice indicate that these years encompass the greatest level of engagement with non-formal learning spaces and, in addition, span a period when self-directed learning through informal learning contexts, especially online content, is highest. It is our proposition that a better understanding of the points of interaction of science learning within this age group and the development of best practice tools to enable non-formal practitioners in this space will have the best long-term impact on the level of scientific literacy, science capital and engagement amongst Europe\u2019s future decision makers.<\/p>\n\n\n\n<p>You can find more information on adding your organisation to the map <a href=\"https:\/\/www.embl.org\/ells\/2019\/03\/28\/science-learning-initiatives-outside-the-classroom-put-yourself-on-the-map\/\" data-type=\"post\" data-id=\"22932\">here<\/a>.<\/p>\n\n\n\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\n*Non-formal learning<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<p>Learning which is embedded in planned activities but not always explicitly designated as learning but contains an important learning element. Non-formal learning is intentional from a learners point of view. Such as learning which takes place in museums, science clubs, camps etc.<\/p>\n\n<\/div>\n<\/details>\n\n\n\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\n**Informal learning<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<p>Learning resulting from daily activities related to work, family or leisure. Informal learning is mostly unintentional from a learners point of view.<\/p>\n\n<\/div>\n<\/details>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-7a91ec96-d68d-4c8e-8092-8023424feeac\"><h2>EMBL-ELLS\u2019s role<\/h2>\n<p>EMBL-ELLS, is part of <a rel=\"noreferrer noopener\" href=\"https:\/\/system2020.education\/\" target=\"_blank\">SySTEM 2020<\/a> as a linked third party. We are the projects node in Germany.<\/p>\n\n\n\n<p>We promote the project within Germany and inspire at least 100 organizations providing non-formal STEAM education to become part of a resource which in total showcases at least 2200 such organizations across Europe. This resource provides a thorough and widespread overview of STEAM education outside the classroom and help design efficient local learning ecologies.<\/p>\n\n\n\n<p>Through <a rel=\"noreferrer noopener\" href=\"https:\/\/system2020.education\/\" target=\"_blank\">SySTEM 2020<\/a> around 60 young learners in Germany get a chance to become self-evaluators and help contribute to collecting research data. We have invited students who participate in STEAM learning outside the classroom to join the project. The students got a chance to individually, with our support, evaluate their own learning ecology. This data can help them understand the different ways in which they gain knowledge and the entire data set from hundreds of young learners across Europe will be analyzed to help design better connected learning ecologies which complement formal learning.<\/p>\n\n\n\n<p>EMBL-ELLS is also involved in co-designing solutions to challenges which will be identified using the datasets gathered from the organizational level mapping and the individuals learning ecologies.<\/p>\n\n\n\n<div class=\"vf-grid | vf-grid__col-2\"><div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"634\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Learning-ecology-model-1024x634.png\" alt=\"\" class=\"wp-image-557\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Learning-ecology-model-1024x634.png 1024w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Learning-ecology-model-300x186.png 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Learning-ecology-model-768x475.png 768w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Learning-ecology-model.png 1036w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"vf-figure__caption\">Learning ecology model<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"600\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/SySTEM2020-seminar.png\" alt=\"\" class=\"wp-image-409\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/SySTEM2020-seminar.png 900w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/SySTEM2020-seminar-300x200.png 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/SySTEM2020-seminar-768x512.png 768w\" sizes=\"auto, (max-width: 900px) 100vw, 900px\" \/><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-8230165c-1980-413d-93db-e4b79762df1e\"><h2>Contributors<\/h2>\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\nProject Partners<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<h3 class=\"wp-block-heading\">Project Partners<\/h3>\n\n\n\n<ol class=\"wp-block-list\"><li>Aalto University, Finland<\/li><li>Ars Electronica Linz GMBH &amp; Co KG, Austria<\/li><li>Capital of Children, Denmark<\/li><li>Centre for Promotion of Science, Serbia<\/li><li>Centre for Social Innovation, Austria<\/li><li>Ecsite, Belgium<\/li><li>Kersnikova institute, Slovenia<\/li><li>LATRA, Greece<\/li><li>Museo Nazionale Scienza e Tecnologia Leonardo da Vinci, Italy<\/li><li>Trinity College Dublin (Coordinator), Ireland<\/li><li>Waag Society, The Netherlands<\/li><\/ol>\n\n<\/div>\n<\/details>\n\n\n\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\nLinked Third Parties<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<h3 class=\"wp-block-heading\">Linked Third Parties<\/h3>\n\n\n\n<ol class=\"wp-block-list\"><li>European Molecular Biology Laboratory, Germany<\/li><li>Raumschiff \u2013 the Maker Space for Astronomy, Switzerland<\/li><li>Funda\u00e7\u00e3o da Juventude, Portugal<\/li><li>Muzeiko Foundation, Bulgaria<\/li><li>TRACES, France<\/li><li>Science Gallery at Kings College London, United Kingdom<\/li><li>uTesla, Czech Republic<\/li><li>Flanders Technology International, Belgium<\/li><li>Thessaloniki Science Center and Technology Museum NOESIS, Greece<\/li><li>Tom Tits Experiment, Sweden<\/li><li>Parque de las Ciencias Spain<\/li><\/ol>\n\n<\/div>\n<\/details>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-23da9bf3-91c4-46b7-a4f1-f8bfc6e5615f\"><h2>Project key dates<\/h2>\n<p><strong>Funding: <\/strong>SySTEM 2020 project is funded under European Union\u2019s Horizon 2020 research and innovation programme under grant agreement no. 788317.<br><strong>Duration: <\/strong>36 months<br><strong>Start:<\/strong> 05\/2018<br><strong>End:<\/strong> 04\/2021<\/p>\n<\/section>\n<\/div><\/div>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":26720,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-title-left-aligned.php","meta":{"_acf_changed":false,"footnotes":""},"embl_taxonomy":[],"class_list":["post-26894","page","type-page","status-publish","hentry"],"acf":[],"embl_taxonomy_terms":[],"_links":{"self":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/pages\/26894","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/comments?post=26894"}],"version-history":[{"count":16,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/pages\/26894\/revisions"}],"predecessor-version":[{"id":29539,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/pages\/26894\/revisions\/29539"}],"up":[{"embeddable":true,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/pages\/26720"}],"wp:attachment":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/media?parent=26894"}],"wp:term":[{"taxonomy":"embl_taxonomy","embeddable":true,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/embl_taxonomy?post=26894"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}