'Live Notation: Transforming Matters of Performance' will open up a new domain of performance related research instigated by the recent emergence of digital live coding. The project as a whole will formalise a research network where the visions and performances of Live Coding and Live Art may be further transformed under the broader theme of Live Notation. Whilst notation in relationship to both performance and technological process has a long history, 'live notation,' a term coined in developing this proposal, is a new phenomenon that opens up technological, aesthetic and theoretical potentials. The events of the project will address, explore and perform these potentials facilitated by a transformational dialogue between live coders and live artists. Live Coding grew out of a new approach to computer music practice a decade ago and its research community is healthy and growing. Yet there is no book, no formally recognised academic workshop, conference or research group aligned with the theme. It is time for its various directions of research to be brought together and developed into a coherent research programme, one integrated as much into an art context as a computer science one. However, intervention is necessary to properly situate Live Coding in an arts research context and to facilitate the next radical shifts and impacts in performance that this implies. For this reason we have made opening a dialogue between the fields of Live Coding and Live Art a key aspect of our programme. The project's association of Live Coding with Live Art - as opposed to theatre-performance - is particularly apt. Live artists are concerned with embodying processes and presenting durational labour live in front of an audience; the aesthetic of live experimental composition is common to both disciplines. The aims, then, of 'Live Notation: Transforming Matters of Performance' are 1. To understand and expose Live Coding within an arts context and 2. Enact transformation in performance practices through exploring the potentials opened up by 'Live Notation.' The objectives are 1. To bring emerging themes in Live Coding into a programme of coherent research, identifying radical 'next steps' in relationship to 'live notation;' 2. Develop new conversations between live coders and live artists and potentially transform one another's practices; 3. Explore and demonstrate how Live Coding can transform ideas about the performativity of notation within art based performance practices; 4. Conclude the above as groundwork for creating a new trans-disciplinary platform for Live Notation. Whilst the immediate benefits of the project will be to its 12 participants as they open up exploratory conversations and develop performances in relation to 'live notation,' wider benefits to performance research and practice per se are intended and expected. Each project member not only holds influence in terms of evidencing project findings to national and, in some cases, international audiences, but all members are well established academics who can disseminate findings through conferences and teaching. The project incorporates public events and the project website will make accessible the proceedings and host a blog. Live coding research is already having profound impacts in the software industries. If Live Coding keeps its focus on human creativity now, then future cross-disciplinary impacts will be all the richer. We will continue this momentum by ensuring that novel programming techniques are well documented as they emerge, particularly through video demonstration, in a form suitable for broad contexts outside of academia. A particular focus in our dialogue between Live Coding and Live Art is the role of the body in 'Live Notation.' As computer systems become ubiquitous and embedded in the environment this theme will become increasingly important in years to come.

The aim of the research is to find out more about the relationship between participation in sport (at the elite and sub-elite level) and addictive disorders. The research programme will involve close collaboration with The Living Room Cardiff (an all addictions treatment centre) and employ qualitative methods to examine personal biographies of addicts. The project will explore how family history, personality, environmental and cultural factors operate before the onset of addiction, during active addiction and when in recovery from active addiction. There will also be a focus on the concept of 'recovery capital' and sport's role therein. The research will contribute to the limited body of literature surrounding addiction in an athlete population. It will provide valuable insights into athlete vulnerabilities and inform areas of need in terms of treatment and prevention of addictive behaviours within a sports context.

The Next Tourism Generation Alliance project will establish a BluePrint for Sectoral Skills Development in Tourism to provide concrete innovative and highly relevant Skills Products and Tools for improving the relationship between Industry and Education Providers in the Tourism sector and respond to skills needs. The project will develop, deliver and test the new Next Tourism Generation (NTG) Skills Products for professionals, trainers, students, university tourism departments, local authorities, companies to respond to the fast changing and increasing skills gaps in digital, green and social skills sets and Specialist Sub-Sector Tourism Skills such as Destination Management, Blue Economy Tourism, Heritage Interpretation, Gastronomy and Collaborative Economy provision with appropriate, flexible learning and training methods to enhance skills responses and training provision to ensure a more competitive, sustainable and contemporary and authentic visitor experience. The Blue print strategy will directly assist destinations, enterprises and higher education institutions to support regional strategies and plans in employment and sustainable development. The new modules and learning methods will be integrated into the current European VET system, providing a standard benchmark for sustainable tourism management, digital and technological innovation and social skills in tourism. The consortia is a multi-disciplinary partnership which comprises 14 partners: 7 Industry Partners and Tourism Sector Representatives(Federturismo, UnionCamere; Eurogites; IHK Academy Chamber of Commerce; People 1st; VIMOS; CEHAT); 6 Universities (Dublin Institute of Technology, University of Sopron, Cardiff Metropolitan University, Alicante University, NHTV Breda Applied Sciences University, Varna University) and ATLAS-Europe, the Association of Tourism Lecturers and Students in Tourism in Europe.

Context/background of the projectThis professional development project supports interactive approaches to language teaching with technology. It took a collaborative action research approach with researchers, teachers and learners of all ages creating open educational resources to support language teachers in integrating a variety of new technologies into effective communicative and task-based language teaching. The project: a) involved project teachers in in-depth and ongoing collaboration and reflection on how language teaching can promote language acquisition; b) used on this work to create a new multi-lingual open education resource [OER) website portal (www.itilt2.eu) with videos of real classroom practice; c.) created associated e-resources and library including examples of technology-mediated teaching practice, d.) piloted an online community of practice to explore and record innovative practice in language teaching using technology. The iTIL2 project built on the highly successful iTILT (interactive Technologies In Language Teaching) funded by European LLPs (KA2 Languages), which focused on using the interactive whiteboard (IWB) for teaching foreign languages. Extensive resources, including videos from real classrooms, were hosted on the original project website (www.itilt.eu). With this background, iTILT2 built on a well-designed open educational resource and an experienced team with complementary skills & a successful collaboration. The iTILT2 project developed and extended our existing work and further supported language learners and teachers in making the most of the acquisitional opportunities offered by educational technologies. iTILT2 moved beyond the IWB to focus on developing effective teaching & learning of second languages with a much wider range of new and emerging interactive technologies (such as iPads, tablet PCs and videoconferencing software), both independently and in combination. The data collection/professional development cycle included extensive teacher development involving researcher input and peer collaboration using face-to-face and online spaces, followed by two iterations of classroom filming and participant interviews. ObjectivesThe objective of iTILT2 was to promote effective foreign language teaching and learning by supporting teachers in their integration of a variety of interactive technologies into communicative classroom practice. This was achieved by producing a multilingual web site, hosting videos and other project resources for the professional development of primary, secondary, and higher education teachers and lecturers. Number and profile of participating organisationsThere were 6 partners (2.1 below), all of whom had worked together previously on the first iTILT project. The team had a very wide range of expertise, including university teaching, research, teacher-training, consultancy and skills in dissemination. Description of undertaken main activitiesWe used an approach developed & refined during the first iTILT project based on collaborative action research, involving videoing classroom teaching and video stimulated reflective dialogue to include teacher and learner perspectives. This ensured the project was grounded in current classroom practice, but also reflected the research team’s expertise in effective language teaching with technology. This collaborative approach was used throughout the project & was a strong feature. We organised 3 multiplayer events to promote the project, findings & resources. Results and impact attainedThe project successfully developed, promoted and disseminated new and innovative practice in supporting interactive language teaching in diverse European languages using ICT. We produced an open educational resource multilingual website (www.itilt2.eu) to host O1-4: 117 video examples of the use of interactive technologies in second language teaching; a professional development e-resource; 3 mini-guides; online library. In collaboration with teachers, classroom activities were planned, videoed, edited & tagged to produce video examples of real teaching situations. Teacher and learner comments were used to help illuminate the video resources in primary (UK, FR, DE) and secondary (BE, FR) schools and tertiary education (TK, FR, DE), with resources in five languages. In addition, we worked with teachers to produce a professional development e-resource, pilot an online community of practice and produced three mini guides in e-book format. The web site also allows users to search a wide range of videos from the different sectors and to the ability to download our resources and find a range of other technology-related language teaching materials in the selected languages. Evidence form the multiplayer events (4. below) shows the positive impact on the teachers involved. As the resource is web-based it provides a resource which can be freely accessed anywhere with an internet access.