![eu_flag_co_funded_pos_[rgb]_right.jpg](https://static.wixstatic.com/media/80fbcc_c6836960a228406f81cf3f79457e00df~mv2.jpg/v1/fill/w_211,h_62,al_c,q_80,usm_0.66_1.00_0.01,enc_avif,quality_auto/eu_flag_co_funded_pos_%5Brgb%5D_right.jpg)
2nd. Learning Training Teaching activity
5-9 may 2025
San Fernando de Henares. Madrid. Spain
A Week of Inspiration and Innovation.
Our second Learning, Teaching, and Training Activity (LTTA 2) took place in the lively town of San Fernando de Henares, just outside Madrid. Hosted by the welcoming team at CEIP Guernica School, this week built on the momentum from our Croatian LTTA 1, offering a rich blend of collaboration, discovery and hands-on learning.
Students and teachers from across Europe came together to explore the exciting world of Artificial Intelligence (AI) and its growing role in education and everyday life. With a packed schedule of workshops, lectures, cultural activities and real-time AI demonstrations, the week was as inspiring as it was eye-opening.
Warm Welcomes and Creative Beginnings
The week began with a heartfelt welcome. Teachers received carnations, while students proudly waved flags from all partner countries. The school’s corridors were decorated with fascinating facts and artwork representing each nation, creating a festive and inclusive atmosphere. The students’ singing and enthusiasm for Erasmus+ and the SMAILE project set a joyful tone for the days ahead.
Workshops 1 and 2 launched the week’s learning with creativity and critical thinking at their core:
-
AI and Music/Arts (Spain): Participants experimented with AI tools that transformed words, drawings and ideas into artwork and music. This sparked lively discussion about the relationship between human creativity and AI’s ability to replicate artistic styles.
-
AI and Education Debate (Croatia): Students sharpened their debating skills by tackling thought-provoking questions about AI in education, such as using AI for homework help or even replacing teachers. The session emphasised the value of listening carefully and respecting different viewpoints.
AI Safety and a Walk Through Madrid
The day started with a highly engaging talk from a local police officer on AI and safety. His approachable style and current examples—such as AI-generated memes familiar to students but new to many teachers—highlighted the digital divide between generations. The message was clear: adults need to stay informed to support children navigating the digital world safely.
Teachers enjoyed a fantastic guided tour of central Madrid, visiting the bustling market, lively Gran Via, the Real Madrid fountain, the historic main square, and the impressive Royal Palace. Having the local teachers of CEIP Guernica guiding us through their home town brought the city’s history vividly to life, making it a memorable experience.
Meanwhile, students and teachers took part in:
-
Workshop 3: AI and Teacher Productivity (Portugal): The Portuguese team demonstrated how AI can speed up lesson planning, marking and communication with parents—giving teachers more time to focus on their students.
-
Workshop 4: AI and Special Needs (Ireland): Teachers were introduced to useful tools like text-to-speech software and Canva AI, which help make learning more accessible to students with a variety of needs.
Questioning AI and Local Heritage
At Secondary School Rey Fernando, Alberto Fernández led a timely session on developing a critical sense of AI. He showed how different chatbots can provide conflicting information, teaching students the importance of questioning and verifying facts.
Later, from CEIP Guernica teachers offered a personalised guided tour of San Fernando de Henares, sharing stories about the old kings and the city’s rich textile history, a fascinating glimpse into local heritage.
Students and teachers also took part in:
-
Workshop 5: AI and the Environment (France): Through a hands-on activity using water bottle and lightbulb cut-outs, students learned about the energy and water used by AI systems. They calculated how much power millions of AI queries would consume, raising awareness of the environmental impact of digital technology.
Throughout the day, extensive coordinator meetings took place, with project leaders collaborating closely to develop learning scenarios to be shared internationally.
That evening, teachers were treated to an unforgettable Europe Day concert at Madrid’s National Auditorium. A full orchestra accompanied by a choir of 600 voices created a powerful celebration of music’s ability to unite people from across Europe—a moving and fitting event in the middle of an Eramus + week.
Debate, Discovery and Collaboration
Wrapping Up and sweet farewell
Thursday was packed with activity. The morning began with an interesting lecture hold by Leticia Garvia and her team (Galifer, Madrid) about all concerning about what a Data center is and how it works.
Afterwards all the group plus 5th and 6th graders of the school attended to a Round Table Debate featuring Marina Banov, Kristijan Lenac and Nerea Luis (our experts...), moderated by Raul. Marina spoke about the benefits of AI as a learning tool, but also stressed the importance of critical thinking and not becoming overly reliant on technology. Kristijan shared his passion for AI’s evolving future, inspiring the students, while Nerea wowed the group with a live AI demonstration analysing students in real time. The session finished with some fantastic questions from the students, like “How do AI drones work?”, showing their genuine curiosity.
​
In the afternoon, the group visited Alcalá de Henares, where students took part in a gymkana—a fun, interactive treasure hunt exploring the city’s history and culture.
Meanwhile, teachers and coordinators held further meetings to finalise the learning scenarios, reflecting the close cooperation that underpins the SMAILE project.
On the last day, all students completed some workshops they had left unfinished the previous days. Then, teacher Mayte worked with LEARNING ML application on photographs taken the day before in Alcalá, and showed students how AI learn to creates a model that identify images and classify them into their corresponding categories with a high degree of reliability.
Meanwhile, the coordinators continued working on the learning scenarios, establishing the essential elements to focus on until the next meeting in Croatia.
Finally, as a closing ceremony, certificates were distributed to attendees, and students and teachers said good bye happy to have enjoyed a week full of learning and sharing.
Final thoughts...
Video made with pictures taken by students and music made by SUNO
LTTA 2 in Spain was much more than a series of workshops—it was a shared journey of discovery, cultural exchange and personal growth. From developing critical thinking and digital literacy to exploring AI’s creative and environmental impact, everyone returned home inspired and ready to continue learning.
​
A huge thank you to the CEIP Guernica team for their outstanding hospitality and organisation, and to all participants who helped make this week so memorable. The SMAILE project continues to grow and evolve, and we look forward to the next exciting chapter.
Memories...
Evaluation
Both, teachers and students filled severals surveys to evaluate all the activities, workshops and lectures around this LTTA 2 in Spain.
LTTA 2 Workshops & Round Table
Our secondLearning, Teaching, and Training Activity (LTTA 2) in Spain was a dynamic and enriching experience for both students and teachers. Hosted at CEIP Guernica, this week-long event provided more enrichment aspects about Artificial Intelligence (AI) through interactive workshops and interesting lectures. Each day offered valuable learning opportunities, with participants gaining hands-on experience in AI applications, critical thinking, and collaboration.
Some students works
Workshop 1: AI in Music and Art (Spain)
Led by the Spanish team, this workshop explored how AI can replicate the styles of famous artists and composers. Students and teachers used text-to-image tools to create artwork inspired by prompts like “a cubist portrait of a dragon” or “a night sky in the style of Van Gogh.” Teachers had names and examples of famous artists printed out for students to use as inspiration for their creations. They created their own art in teams on the paint tools on their laptops and then they loaded their creations in AI tools that generated remarkably accurate visual pieces in the style of their selected artist.
​
This hands-on session combined creative experimentation with a deeper understanding of how AI models are trained on existing data. Students discussed the difference between imitation and innovation, questioning whether AI can truly create something original or if it’s simply reproducing what has already been done.
​
Musical section of the workshop was an experimental song made by each group in SUNO app in a collaborative way with sentences about each famous painter given as a prompt.
The workshop concluded with thoughtful conversations around digital creativity, ownership, and the possible emergence of new, AI-born art forms in the future.
Workshop 2: AI and Education Debate (Croatia)
This workshop gave students the chance to take part in a structured debate on the role of AI in schools. Divided into teams, they tackled big questions like: Should AI replace teachers? Should students use AI to do their homework? Is AI a fair learning tool for everyone?
​
The session encouraged students to think critically and listen respectfully, helping them develop key communication and reasoning skills. With guidance from teachers, both sides of each issue were explored—highlighting the exciting potential and the real limitations of AI in the classroom.
​
It was not only a debate about technology but also about values, responsibility, and the role of human connection in learning.
The Portuguese team presented a highly practical session tailored for educators, showcasing AI’s potential to ease the administrative burden in schools.
​
Teachers explored tools that could instantly generate:
-
Lesson plans based on curriculum objectives
-
Differentiated tasks for students with varying abilities
-
Parent communications and feedback comments
-
Long-term schemes of work
Real-life examples demonstrated how these tools were already being used in Portuguese classrooms to save time and increase efficiency. The key takeaway? AI can be a time-saving assistant, but never a replacement for a teacher’s professional judgement, care, or subject expertise.
Workshop 3: AI for Teacher Productivity and Planning (Portugal)
The Irish team led a sensitive and practical session focusing on inclusion. They introduced a variety of AI tools designed to support students with additional needs, including:
​
-
Text-to-speech software for pupils with visual impairments or literacy difficulties
-
Emotion recognition and speech tone apps to help neurodiverse students understand social cues
-
Canva AI, which adapts classroom resources—such as posters, slides, and worksheets—for different ability levels
The workshop was hands-on, and teachers had the opportunity to try out each tool and discuss how it could be implemented in their own schools. The message was clear: AI can help level the playing field and make learning more accessible when used thoughtfully and responsibly.
Workshop 4: AI and Special Educational Needs (Ireland)
Workshop 5: AI and the Environment (France)
This workshop opened students’ eyes to the environmental cost of AI—an often overlooked topic. Led by the French team, students took part in an interactive simulation that illustrated the electricity and water required to power AI systems.
​
In small groups, students role-played as users, AI models, and data centres using symbolic cut-outs of water bottles and lightbulbs to track resource usage. They calculated how much energy the city of Madrid would consume if every resident asked just one AI question.
​
The result was staggering, and it led to a meaningful discussion on sustainability, digital responsibility, and how to use AI efficiently and consciously in our daily lives.
Round table debate with experts
Moderated by the ever-composed Raul, this round table was a standout moment of the week. With the title "AI, an ally in education?" it brought together three brilliant voices in AI education:
-
Marina Banov spoke about using AI to support learning, particularly how it can help students structure writing tasks or overcome creative blocks. She encouraged students to treat AI as a starting point—not a solution—and always double-check facts.
-
Kristijan Lenac delivered an energetic and passionate speech about the future of AI. He spoke directly to students about the importance of keeping up with technological change, adapting quickly, and remaining curious about the world around them.
-
Nerea Luis captivated the room with a live demonstration using her phone and AI tools. She asked AI to describe the audience in real time—from their outfits and facial expressions to their emotions and surroundings. The room erupted in surprise and laughter when it correctly identified the colour of a student’s hat in the front row.
The session closed with a Q&A filled with insightful questions from students, including “How do AI drones work?” Their curiosity and confidence reflected how much they had grown throughout the week.
Lecture´s content
What´s next?
Local workshops for students and teachers developed after this Learning Training and Teaching meeting in each partner school.
Timing: may-june 2025