<< Objectives >>This project aims to raise awareness among youth workers on the issue of adolescent mental health. We want to encourage them to set up awareness-raising and prevention actions by using innovative digital mediation tools. In this way, we will work to increase their digital skills, which are currently required in most professional sectors and in particular the education and training sector, and thus increase their chances of professional integration.<< Implementation >>We will implement activities that will raise awareness and implement prevention actions, train youth workers in mental health issues and in the use of state-of-the-art digital publishing tools and raise awareness among teenagers through interactive media exploiting the resources of storytelling and community reading.<< Results >>We expect the production of a set of resources for adolescents and youth workers: a prevention kit, a collection of good practices, pedagogical sheets, a self-assessment quiz, 5 interactive stories and a creation kit. The organisation of a training activity, workshops and dissemination events should contribute to changing our perception of mental health issues, involving youth workers in prevention actions and training participants in interactive storytelling tools.

Dyspraxia is a hidden handicap that affects around 6% of European students. It impacts on 4 major activities in schools: reading, writing, arithmetic and organization. The general awareness of public authorities and educative world is getting better since few years but access to adapted resources, interoperable and connected to the scholarship curriculum, is still a critical need for the concerned individuals. For this reason, we gathered 6 public and private organizations from five different European countries (France, Greece, Italy, Portugal, Belgium) to create the first European platform with educational material for Dyspraxic students.DYSPRAXIATHECA intends to bring practical solutions and tools for pupils, teachers and relatives to enhance the rate of success of the dyspraxic pupils and, in a long-term view, enhancing their access and integration to higher education and labor market, and therefore, boost their self-development.We focus on pupils between 6 to 15 years old and their responsible teachers. Indeed, it is the age range where dyspraxia is usually detected and the needs become crucial. More specifically, educators, parents and pupils can have access to:• 50 Model lessons, on various subjects of both primary and secondary level• 50 Pedagogical Sheets with guidelines to parents and teachers to improve the schooling of dyspraxic pupils• A database of more than 100 interactive exercises in writing, reading, organization and calculus• A library of more than 500 classics with a layout adapted to dyspraxic disorders containing literature extracts and whole books which are included in the National Curriculum of both levels of Education (Primary and Secondary).All these resources are the outcomes of the cooperation of special educators, specialists in learning difficulties and experts in new technologies and can be at anyone’s disposal solely by registering for free in the user friendly platform Dyspraxiatheca selecting the language of their preference.The tool developed during the program for converting PDF or Word documents into adapted and accessible EPUB is kept available for any individuals / organisations willing to add additional ebooks, upon request and after the signature of the project’s charter.Dyspraxiatheca gathered 25 external contributors.Their contribution has been in the production of content, its evaluation and dissemination. They also contribute to the sustainability and dissemination of the project after European funding. Each organization actively communicated in these networks by targeting mainly professionals in the educational (teachers) and paramedical (speech-language pathologist) fields, relays such as libraries and publishers. In quantifiable results, Dyspraxiatheca has reached at least 38,375 people directly in two years (more than 3000 users registered on the platform, 375 people gathered at dissemination events, more than 15,000 people reached by Facebook, more than 20,000 European professionals contacted by newsletter...). The resources of the project have been already downloaded more than 17,000 times.Participation in fairs and press articles (more than 20) have made it possible to extend these impacts.In terms of intangible results, this project has raised awareness of dyspraxia within the partnership itself. Participants discovered the use of new digital tools in their professional practice. Dyspraxiatheca was also an opportunity to experiment with new teaching methods and the adaptation of documents in a school setting. Outside the partnership, Dyspraxiatheca has made it possible to communicate widely with stakeholders, organisations and individuals in the school and editorial world in order to raise awareness of the situation of dyspraxic students within the school. Through the tools developed during the program and made available on the platform, we hope to have contributed to a better understanding of dyspraxia and how to support it for parents and professionals. Different development paths were noted during the implementation of the project and during exchanges with associated partners and feedback from evaluations.A long work of dissemination and awareness raising remains to be done at European level on dyspraxia. The development of the project in other European languages would be a first step. Feedbacks highlighted the lack of resources for the youngest (less than 6) or the oldest (more than 16). The other regular feedback from parental and professional assessments was the development of a similar platform on another disorder such as dyslexia or dyscalculia...The development of Dyspraxiatheca and future collaborations between some partners and associated partners are already under consideration.

<< Objectives >>Math&Move Story aims at raising interest and motivation among students towards mathematics from primary school. We will employ kinesthetic techniques and storytelling methods to help pupils understand abstract concepts through accessible e-books. The main goals are to improve students’ basic skills performance in math, to create inclusive materials adapted to SLD learners, and to prevent early school leave by reducing the stress associated with learning (STEM) from young ages.<< Implementation >>In Math&Move Story we will work first on the creation of materials to support teachers and provide them with recommendations and techniques about how to implement an interdisciplinary and inclusive teaching approach by linking kinesthetics, storytelling and mathematics. Later we will produce OER according to those innovative methodologies and pupils, teachers and families will test them. Their feedback will help us improve and adapt the materials to meet their needs in the best way.<< Results >>Math&Move Story will provide teachers and educators with a research booklet on kinesthetics storytelling and mathematics; a methodology guide explaining how to apply them jointly, and an implementation booklet gathering advice and recommendations to use our OER. Pupils will enjoy their math learning experience thanks to 12 interactive e-books gathering diverse content: introductory stories, math lessons involving movement, practices to reinforce their knowledge and illustrating videos.

<< Background >>Solutions currently on the market rely on coded content, embedded videos, and paid manual support to enhance the teaching experience. This is a still untapped gap and also a great opportunity for development and innovation in the industry. The quality of content in education may be excellent, but it can never replace the personal affirmation component that a student is trying to strengthen the mind map of. Online mobile education is only a supplement and does not replace face-to-face training for these reasons in the current scenario.That's why the partners created this project that aims to design and test an innovative digital methodology for vocational education and training that combines CHATBOT Technology or chatbot with a modular learning path designed temporarily.<< Objectives >>We intend to give the tools to trainers to create their own chatbot in an already developed chatbot creator platform. 4 or more (it depends on the number of the partners) different chatbots, filled with content and connected to the learning outcomes of the VET centers involved in the projects, as well as a chatbot design guide and a chatbot creation training module to support trainers and VET organizations in developing their own chatbot.The objective of this project is to design, test and train trainers on an innovative digital learning tool and methodology for VET education: a Conversational Agent Technology (mostly known as chatbot or AI Tutor) with an ad hoc designed modular learning path to support the VET learners in the learning process.<< Implementation >>Following activities will be implemented to achieve project objectives:* Two project results: (1) Chatbot creating guide (A chatbot creating guide to help educators create and apply their own chatbot for VET education purposes around EU), (2) Each VET training center partners will create their own chatbot.* Five transnational project meetings with different aims in different countries.* 1 LTT activity in France* 5 multiplier events to disseminate and exploit project results<< Results >>Short-term Results:• Answering questions that a child may not be able to ask in a classroom setting due to peer pressure and fear of mocking by teachers and friends.• Slow learners will be able to attend the same training multiple times and keep brushing up on doubts and confusion to get at par with others.• Fast learners will be able to seek chatbot recommendations to understand what courses they may take next instead of waiting for it in classrooms. They will also be able to ask questions such as the topics that can enable them to grow in a specific area of interest or training module to answer particular questions.• Students at the tender age will be able to rely on the chatbot to seek answers that may not have been addressed by their parents or teachers.• Students who have a habit of asking too many questions can happily tinker with the chatbot to satisfy their educational needs.• Customization of chatbot will enhance the comfort level and engagement of the student at every age.• The chatbot will also be a personal counselor to children at a crucial stage that may decide how they may develop their careers.• The chatbot will be a personal assistant that helps the child plan their courses to complete all topics before deadline.• The chatbot will seek student feedback through the click of a button for improvements. It will also be used to design the student profile to guide them in the best way possible.Long-term Results:1. Holistic view: In traditional online learning, the learners can watch or follow exhaustive lecture. If a student cannot ask a question online, s/he faces a difficulty. In chatbots, there is a pop-up window asking “what can I do for you today?” This tool will have been developed already to answer the question. If it cannot answer the learner’s question (if there is nodataset), it will say ““I am sorry, but you may have to reach out to an expert on this.”2. Innovative and sustainable teaching/training method: Trainers will be able to learn through chatbots. This smart tutoring system will provide autonomous learning environment to end-users. They will be able to analyze their answers and the ways they approach and carry out the learning content. These chatbots will turn the lecture into series of messages togive it the appearance of a uniform chat conversation. It also seeks learner feedback such as changing learning mode or the faculty. If the student is not satisfied with the resolution, chatbot will connect him to a manual expert.3. Engagement: Instant messaging and social media are the way of life for today’s learners. The chatbot utilizes its expansive knowledge in this context to answer and also suggestsadditional training to further brush up on the concepts. The student can clarify small doubt without having to google into more pages — a straight cut method to retain student attentionand reinforce learning with zero confusions. As a result, when they engage themselves during the session, they will learn better.4. Feedback: Research suggests that feedbacks help reinforce a person’s mind-map. Examinations are the traditional feedback mechanism; in the case of app- based learning, they are online assessments. The chatbots increase learner-centered feedback. When a student provides the wrong answer, it explains the reason why this answer is wrong and the bestway to approach such questions for future references. Once the training ends, it gives a final score and uses its intelligent model to suggest more courses to strengthen the student’s learning. The contentthat acclimatizes to individual’s learning speed and places increasingly harder problems to speed up the learning proves as the student starts to grasp better and faster. This ensures that both the fast and slow learners can work at their own pace without being disheartened by others.

According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Attention Deficit Hyperactivity Disorder (ADHD) concerns 5% of children and 2,5% of adults who have a certified diagnosis of the attention disorder. However recent studies carried out by King's College of London show that the whole phenomenon is much wider. A survey carried out among EMPOWER ME partners highlights the fact that in schools involved in the project, nearly 40 % of the students have this disease while among VET CENTERS the percentage reaches 60%. The GENERAL OBJECTIVE of the project is to improve the academic/educational success and performances of students with attention deficit. Therefore, the SPECIFIC OBJECTIVES include, on one hand, the development of innovative tools and methods to promote teachers/trainers/educators’ abilities to adequately address the attention abilities of students. On the other hand, the project intends to provide students with strategies, tools, methods to manage their attention disorders and increase their attention ability. The TARGET GROUP includes: - STUDENTS: with formal recognition of AHDH or ADD disorders and also students with special behavioural needs including those who have behaviour related to attention disorders but no specific formal recognition and who represent the majority of the youngsters; - TEACHERS/TRAINERS who work with multiproblematic classes including Behavioural and Learning Disabilities students and EDUCATORS who work individually with students with Behavioural and Learning Disabilities students. Project EMPOWER ME! will foresee the development of 4 Intellectual Outputs (IO): - Compendium of Methods for teaching and counselling youngsters and students (VET) with attention disorders - aiming to provide elements to establish a theoretical basis to sustain the other three intellectual outputs to create. - Study Analysis on the characteristics and needs of the youngsters, students (VET) with attention disorders and of the teachers/trainers/educators working with multiproblematic students. - Virtual Resource Centre (The EMPOWER ME Centre) - designed as a virtual space where trainers/teachers/educators from different countries can find some information about attention disorders. They will also have the opportunity to interact with professionals and experts while presenting examples of good practices, especially in VET contexts, and difficulties they face in their daily practice. EMPOWER ME Centre includes information about teaching methodologies that promote educational success amongst students suffering from those problems and other materials and resources.- TOOLKIT for students including exercises and web application that can be used to promote attention skills. The project follows a STUDENT-CENTRED-APPROACH. This approach is considered as crucial to empower students and make them responsible for their choices because they will be active in the investigation of their needs and proactive in finding solutions. The project expects to OVERCOME SCHOOL FAILURE THAT IMPOSES VERY HIGH COSTS TO SOCIETY. Teachers and trainers are to be equipped with innovative tools and methodologies to deal properly with students with attention disorders. The expected long-term impact is: - creation of professional networks and communities of practice; - more profitable school environment; - improved effective study method sets on special attention needs; - improved awareness of the phenomenon of youngsters’ attention problems; - identification of innovative tools to provide quality teaching and training to students with attention problems to be included in institutional school curricula.