<< Objectives >>The transition to an ecological future is a growing priority for all sectors of society and has a direct impact on all of those involved in communications and marketing. The partners engaged in the Beecom project will create a multilingual educational resource targeted at all of those involved in communications. This resource will allow communicators to integrate eco-responsibility into their practice, reduce the environmental impact of their communications, and support an ecological transition.<< Implementation >>Our partnership has a broad range of skills in data research, copywriting, media, creativity and event organisation; the Beecom project will leverage these skills to deliver a concrete set of outcomes including:A toolkit of methodologies and best practice in responsible communications;An online training platform with written and audiovisual explations of both theory, and practice; A face-to-face training programme that can be used in schools and colleges delivering courses on communication.<< Results >>Through a powerful educational toolkit and programme in English, French and Spanish, the Beecom project will aim to reach around 5,000 people directly and support them in integrating responsible communications into their everyday practice. This cohort will include communications professionals, teachers and students; we will reach those employed in communications and volunteers. Through our online and offline dissemination strategy this audience reach will increase considerably over time.

Initial medical and paramedical training as well as healthcare professionals’ continuing training aim to teach technical and non-technical competences and clinical judgement. To reach those objectives, simulation in healthcare based on the use of low, middle and high fidelity dummies is an efficient educational practice to train healthcare professionals.The project aims to improve professional competences in order to increase the quality of healthcare through the construction of evidence-based validated simulation scenarios and healthcare protocols (Evidence Based Nursing/Medicine) submitted to professionals. Three target groups are involved: students, initial and continuing teachers/trainers, and carers in health services.The project is innovative in its partnership between initial (para) medical training learners and healthcare professionals. Besides, the project aims to develop relevant simulation tools validated by the professional area and supported by convincing EBN/EBM data.The partnership is made up of 5 institutions with expertise in simulation in healthcare (initial and continuing training): HELMo Paramédical (Belgium), project promoter, is a Haute École (non-university college) with a simulation centre since 2014. It is involved among other in the training of nursing and midwifery students as well as in a number of research projects. The University of Medicine and Pharmacy Hatieganu (Romania) is a centre of competences, practices and medical simulation in initial and continuing training. ILumens (France) is a medical university lab of education based on digital and simulation technologies with an initial and continuing training offer. The School of Nursing Care ESEnfC (Portugal) offers the oldest nursing training in the country. It uses simulation and is recognised as a collaborating centre by the WHO for clinical practice and research. It organises initial, advanced, continuing and specialised training. HEG-ISSIG (Belgium) proposes training in nursing care and has a clinical laboratory with an interactive dummy, and the technology for the self-analysis of practices. INFOREF (Belgium), specialised in digital technologies in education has expertise in European project management and coordination. The project is divided in 5 steps, each under the responsibility of one partner: 1. Structuration of the scenarios and development of scenario validation grids2. Identification of real-life problems with professionals and development of relevant and validated scenarios about those topics. 3. Implementation of the scenarios associating learners and professionals, leading to their validation in initial and continuing training and in hospitals. Development of observation and evaluation grids to validate the scenarios. 4. Production of healthcare protocols based on convincing data and their validation by professional areas in relation to the questions raised in collaboration with learners. 5. Formalisation of the project results in the form of a methodological guide translated in all partners’ languages.All those tools are now available for free on the project website and accessible to all institutions that wish to develop simulation in healthcare. All along the project, the website was used to submit outputs and for communication between partners. During the project, partners’ meetings were organised to think together and participate in the construction and validation of the outputs.The conference organised in May 2018 in Brussels gave the opportunity to present the methodological guide, disseminate the project results and to strengthen the communities of exchanges and analysis of practices within the framework of simulation in healthcare.On the long term, the project aims to improve interprofessional cooperation in order to improve the quality of healthcare and patient care, increasing the quality of simulations in healthcare performed in initial and continuing training. It also targets the professional development of carers through the implementation of a discussion platform about simulation practices, and tighter social relationships between healthcare professionals and initial training instructors.Thanks to the project, the partnership was able to identify the main topic of a new project that targets non-technical competences, named CRM (Crisis Resource Management) through a multidisciplinary teamwork in initial medical and paramedical training.

e-Media Education lab : an online laboratory for the development of media literacy skills for teachers in initial and in-service training.Media literacy has become a key competence in our modern society. It raises awareness about media issues and media creativity of students. However we note that its implementation in the compulsory education is highly variable from one country to another, from one education system to another and from one school group to another.This can partly be explained by the lack of support and training for teachers in term of media literacy competencies development. This is why the project e-Media Education lab (e-MEL) aimed to create innovative training strategies for teachers, both initial and in-service training in order to reinforce their media education competences. It’s the fruitful collaboration of seven research or teachers training centers (initial or in service) in media education : Média Animation asbl (BE), Institut des Hautes Etudes des Communications Sociales – IHECS (BE), Tampereen Yliopisto – UTA (FIN), Centre de Liaison de l’Enseignement et des Médias d’Information – CLEMI (FR), Università degli Studi Firenze – UNIFI (IT), Universidade do Minho (PT), UCL - Institute of Education (UK).During three years, between September 2014 and August 2017, the European project e-MEL achieved the main following results: −A European Media education competencies framework mapping the competencies of media education and media literacy for teachers across Europe ;−A catalogue of 21 training scenarios abstracts exploring media environment and developing media education competences with teachers in initial or in-service training ;−The experimentation of 10 training scenario combining face-to-face and e-learning sessions with more than 300 teachers of future teachers in order to develop or reinforce their media education competences ; −The development in open educational resource of the hub platform e-mediaeducationlab.eu for trainers in media literacy to implement and experiment innovative training strategies in order to enrich their teaching practices in media literacy ;−A european roadshow across Belgium, France, Italy, Portugal, Finland and United-Kingdom to disseminate the opportunity of this online environment and for making teachers trainers aware about media education challenges for our contemporary societies. In this resource center www.e-Mediaeducationlab.eu, any teachers trainer in Europe would find : -The Media education competencies framework -10 training scenarios developing media education and media literacy competences through several topics -Online activities developed into Moodle format ready to be reviewed and exported to other e-learning platforms-An evaluation toolkit composed by media literacy evaluation methodologies and examples of evaluation exercises related to each training scenario.-A map of media education teachers’trainers across Europe-Project documentation with the main outcomes of the eMEL project.Through this project, a first European network of media education trainers has been initiated to reflect on the challenges of the training of teachers or future teachers but also to equip them with the methods and contents of a media literacy. And this, in the long-term perspective, of a better anchoring of the media education within the school system thus favoring the acquisition of these competences by the children and the young people themselves. It is a position of citizen critical and active for everyone who is in the end strengthened.