The integration of new information and communication technologies, in connection with Intelligent Transport Systems (ITS), are crucial to working towards sustainable transportation to combating climate change. In line with the European Commission's action plan for the deployment of ITS in Europe, the proposed four-semester Joint Master Connected and Automated Sustainable Transport Systems and Mobility (CASTSM) aims to build talent worldwide through institutional academic cooperation and promotion of individual mobility to respond to the demand of industry for excellently trained experts in the digitalization and future automation of vehicles as part of the ongoing technological revolution. It will contribute to the sustainable mobility policy area and climate change domain within the European Green Deal priority of the European Commission.To this end, common mechanisms will be developed relying on programs of the higher education systems of the Johannes Kepler University in Linz and University of Applied Sciences Technikum Wien in Vienna, Austria; MINES ParisTech University in Paris, France; Universidad Politécnica de Madrid, Spain and the University of California-Riverside, USA. This will be achieved by extending and adapting existing curricula and by creating new courses and teaching practices to respond to current trends in mobility and transport, strengthening this critical area of knowledge and increasing thus the overall competitiveness and quality of Europe as a location for innovation. A unique learning experience in a dynamic, inclusive environment will result from the strong links of the participant universities with the industry and main sectorial associations. It will facilitate the knowledge transfer, deployment and uptake of the master achievements and professionals. The CASTSM will provide knowledge for developing high-quality jobs, and pursuing global leadership in Europe's move towards zero-emission mobility.

<< Objectives >>The implementation of this project intentions are for students, teachers and the public to engage with poem circular economy to have a positive impact, with the inclusion of healthy living environment; thanks to methodologies of circular economy.They should be able to understand the connection or Links between consumer life and the impact of behavioural living environment, at the same time to have the knowledge and abilities to use these practises in their daily life routine.<< Implementation >>The project implements methodologies of circular economy for children within primary schools aged between 6-15 years old, to be prepared for various materialled worksheets, games, projects events, all with instructions and the advance use of new technological digital applications for practical use.Teachers will use formal manuals to lead an support the students throughout the school year, whilst implementing project teaching concepts skills within all local primary schools.<< Results >>Our case study results of the project expects minimum 50% of the approached schools to engage with basic poem circular economy, and 20 % of all the schools to integrate our program, at least for one year, and with the assumption of 10% of schools shall integrate into our program for more than three years. It will actively connect all the schools in an ecological way within the programs and circular economy.A total amount of 995.257 students in all the primary schools, with the amount of 95.

The project “Modeling at School” aimed at bringing two innovative issues to school practice. The first one is computer science modeling as a powerful tool and strategy for teachers and learners that can train 21st-century skills like computational thinking, problem-solving, or creativity. The second one, the educational pyramid scheme, is a new didactical concept that allows integrating this innovative method - and innovation in general - in a relatively short time to a broad audience. In this project, we developed several outputs that address different target groups, mainly teachers, teacher educators, students, pupils, and all stakeholders in the field of education. Besides an analysis of existing curricula in different subjects of primary and secondary education, we developed ready-to-use guidelines for teachers that introduce the basics of modeling techniques and explain how to use them at school in different subjects. We further developed a framework (a generic curriculum) for the integration of modeling in existing curricula of primary and secondary education with sample activities for and references to different subjects. As we wanted to foster also digital literacy we developed tools for creating models and their assessment as well as an online collection of COOL teaching units and materials. For this collection, we held numerous workshops with teachers and students in all participating countries in order to collect and develop varied teaching materials (e.g. step-by-step instructions and exercises, games, puzzles, task sheets, etc.) that are now provided as free OER (Open Educational Resources) on our website also beyond the project. With the integration of the developed tools and the online collection into our workshops and school practice, we wanted to train not only computational thinking but also digital literacy, which are both fundamental skills in the 21st century. In order to reach a broad audience in a relatively short time and to guarantee the dissemination of modeling and computational thinking as a transversal theme also in schools where no related subjects are offered, we developed an educational pyramid scheme, a teaching respectively dissemination concept inspired by the well-known commercial pyramid system. The didactical framework for the teaching units, workshops, and the development of materials is an effective teaching approach based on neurodidactical principles: COOL Informatics. To assure the quality of the local workshops as well as the teaching units and materials developed all participating partners were trained in the application of this brain-based teaching concept and its four principles (discovery, cooperation, individuality, and activity) for the lesson and task design as well as in modeling as learning and teaching tool. As soon as the modeling tools were ready, further activities were held in order to train all partners in the use of these tools in further workshops, at school, and in teacher education. Three higher education institutions from Austria, Finland, and Spain were involved in the project. They have experience in the field of computational thinking and are well connected with local schools and institutions. The partners complement themselves in their expertise: the Austrian partner has a strong background in didactics and psychology; the Finnish partner is specialized in education and promotion of STEAM, and the Spanish partner has solid expertise in computational thinking assessment and development of free software. For the dissemination of our intellectual outputs, we organized three online multiplier events, one in each participating country, where we wanted to reach not only teacher educators, teachers, and students but also stakeholders and authorities in the field of education. Through this project, we wanted to achieve - that teacher educators, teachers, and students recognized the potential of modeling as a learning strategy, which can support learning and teaching in different subjects, - that the developed educational pyramid scheme brings the developed framework, guidelines, tools, and materials to a large audience and, hence, helps to integrate computational thinking sustainably as a transversal theme in different subjects of primary and secondary education. In some institutions, this had an immediate impact on school practice because teachers finally got a guideline on how to deal with computational thinking as a transversal theme (something, that still causes problems for teachers without a computer science background who have to integrate it in their subjects). Our research findings show that a consequent integration and use of modeling in several subjects is possible and can also have positive long-term impacts such as a higher performance in vocabulary learning. Further empirical studies in this field would be very important and can be part of a follow-up research project.

Context and backgroundAccording to the European Blind Union, there are estimated to be over 30 million blind and partially sighted persons in geographical Europe, with an average of 1 in 30 Europeans experiencing sight loss. The average unemployment rate of blind and partially sighted persons of working age is over 75 percent. In addition, there are millions of people who are not able to adequately use printed materials, including those with dyslexia, motor disabilities and cognitive disabilities. Collectively, these groups are often referred to as the “print impaired”.According to the World Blind Union only 5% of published works, such as books and educational materials, are currently available in accessible formats. The move to digital books and supports, however, has the potential to greatly increase access to reading for the print impaired. Recognising this, the European Accessibility Act, which was voted into parliament on the 13 March 2019, has ruled that all European publishers must make their digital books accessible.Member states are waking up to the challenges and opportunities brought about by inclusive digital publishing. Some countries have begun to address this question through public policy and sectoral advocacy, but even the most mature environments lack detailed instructional material geared towards all stakeholders in the publication chain. Publishers struggle to recruit professionals with the necessary know-how as there is a critical skills gap in this field and expertise is a scarce resource. With digital publishing very much in its embryonic phase, the experts need to work together cross-border to exchange knowledge and best practices and share these with current and future professionals working in the publication ecosystem.Objectives - Build and streamline key accessibility competences and skills that are currently missing from professions involved in the production of digital publications from a wide variety of sectors. - Raise and standardise the overall quality of digital content that is produced within the new legislative context, particularly in preparation for the transnational exchange of accessible digital publications. - Build Strategic Partnerships that support innovation through intensive dissemination and exploitation activities around best practice within the publishing ecosystem. - Raise awareness around the need for accessible digital publications. - Provide practical and effective learning materials for publishers and producers of digital publications, so they can make content accessible and implement accessibility requirements into their workflows. - Increase the number and quality of titles and inclusive materials available to people with print disabilities.ParticipantsThe SIDPT strategic partnership brings together BrailleNet (FR), Dedicon (NL) and Johannes Kepler Universität Linz (AU). All three organisations have a long involvement and recognised expertise in the field of digital accessibility and the development of tools and methodologies to support learning in this area. All three organisations have a strong multiplier role in their respective countries.Description of activitiesThe partnership will design, develop, implement and deliver a detailed learning resource to support the publishing ecosystem in the creation and delivery of accessible publications. It will be available in four languages: English, French, Dutch and German. Dissemination activities will serve to raise awareness around accessibility requirements, share the project results with as wide an audience as possible and ensure that end-users from the target groups inform the specification of the resource and participate in its evaluation.MethodologyBroadly speaking, the project will be broken down into three phases: research and planning, build and content development and user testing and deployment. Quality control mechanisms and review and sign-off processes will be defined early on in the project to ensure that project objectives continue to be met throughout the project lifecycle.Running in parallel to these activities which are focused on the development of the learning resource will be a number of dissemination and exploitation activities that ensure that the results are delivered to and adopted by target audiences.ResultsThe results of the SIDPT strategic partnership will be available online under an open license and can be used both as an Open Educational Resource (OER) and in the context of formal curricular.

Teaching mathematics, which is in the core of scientific thought and development, has been one of the most challenging issues. Numerous researches proved that technology integration can play an effective role to solve the challenges of teaching mathematics (Li & Ma, 2010; Cheung & Slavin, 2013). Hew and Brush (2007) described the strategies to overcome technology integration barriers as: having a shared vision and technology integration plan; overcoming the scarcity of resources; changing attitudes and beliefs; conducting professional development, and reconsidering assessments. The main aim of the project is to provide Math teachers professional development to integrate ICT to their lessons. To achieve this, three intellectual outputs have been designed; open online course (OOC), open educational resources (OER), and online teacher community (OTC).In OOC, it has been aimed to change the teachers’ attitudes and belief in the positive way as well as conducting professional development. Through development and dissemination of OER it is aimed to overcome the scarcity of resources. Through OTC, support of peer teachers and researches at participating organizations will be provided to teachers. As it is seen, outputs are consistent with Hew and Brush’s strategies.As well as the Hew and Brush’s strategies, the project is also based on the Koehler & Mishra’s (2009) Model. Koehler & Mishra developed a framework called Technological Pedagogical Content Knowledge (TPCK) which is about teachers’ knowledge of technology integration in a subject matter. According to TPCK, for integration of technology, it is vital to have the body of knowledge which should be an intersection of content, pedagogy and technology. Department of Computer Education and Instructional Technology (HU) has Technological Pedagogical Knowledge (TPK), Department of Mathematics Education (JKU) has Pedagogical Content Knowledge (PCK), and GeoGebra Institute Association (AGIB) who is specialized in GeoGebra has Technological Content Knowledge (TCK). At the point in which all these binary interactions intersect, TPC Knowledge will be formed. It is clear that teachers who will receive courses developed in an interdisciplinary way within the TPC Knowledge will realize successful results. Also the coordinator, who has a Ph.D. on instructional technology, has a bachelor degree in Mathematics education. In the same way contact person of AGIB is a Math teacher who has experience on ICT integration. The contact person of JKU is the developer of GeoGebra software and founder of International GeoGebra Institutes. The contact person in PEKSA, which will take up the responsibility of dissemination, has a wide range of teacher network not only in Turkey but also all around Europe at different organizations resulted from projects she has been involved in. It is evident that the project has been set up with the perfect combination of partners.The first product of this dream team, the OOC will be grounded on three modules (M). M1 – ICT use in learning and teaching. M2 – Using GeoGebra. M3 – Educational material development in GeoGebra. On M1 teachers will understand the purpose and benefit of using ICT in the classroom so they could feel necessity. Also it may affect their attitudes and beliefs positively. HU will prepare this module by using their expertise in ICT integration. M2 will be developed by AGIB whose one of the aims is to provide the professional development opportunities in line with GeoGebra. On this module teachers will learn to use GeoGebra, which is free dynamic Mathematics software. M3 will be developed by JKU. On M3 teachers will learn how to develop educational materials by GeoGebra. Furthermore teachers will take feedbacks about their materials from both researchers and their peer teachers on this module. At the end of the OOC, educational materials that will be designed by the teachers will then be changed into OER by instructional and technical revisions of partners. Teachers who will attend OOC will be lead to OTC. In OTC, teachers will share and exchange their teaching experiences, GeoGebra materials, and ICT-based lesson plans which they will develop with the help of the trainings.In a nutshell enhancing digital integration in learning and teaching will be the core idea of the project. Math teachers will learn ICT based teaching as well as gaining experiences in a course which has innovative methods and technology-rich environment. 300 teachers will participate workshops about Teaching Mathematics with ICT which will take a place under the title of multiplier events. All the outputs will maintain online during the life of the project and after the completion. In this way the sustainability of the project will be provided. It is expected to have an impact on at least 1000 teachers during the project and much more after it finished.