The predicted growth of transport, especially in European railway infrastructures, is expected to introduce a dramatic increase in freight and passenger services by the end of 2050. To support sustainable development of these infrastructures, novel data-driven ICT solutions are required. These will enable monitoring, analysis and exploitation of energy and asset information for the entire railway system including power grid, stations, rolling stock and infrastructure. IN2DREAMS will address these challenges through two distinct work streams: WS1, focusing on the management of energy-related data and WS2, focusing on the management of asset-related data. IN2DREAMS will develop and demonstrate a modular cloud-based open data management platform (ODM) facilitating ubiquitous support of both energy and asset services. WS1 will provide energy metering services through a dynamically reconfigurable platform offering improved reliability, ease of monitoring and on-the-fly optimisation for the entire railway system. This will include a heterogeneous secure and resilient telecommunication platform comprising both wireless and wireline technologies converging energy and telecom services. This infrastructure will interconnect a plethora of monitoring devices and end-users to the railway control centre and will include an ODM platform for data collection, aggregation and analysis, able to scale with the railway operators needs. This platform will be non-intrusive exploiting advanced signal processing and intelligent learning algorithms. Within WS2, IN2DREAMS will concentrate on defining IT solutions and methodologies for business-secure decision support in the field of data processing and analytics for railway asset management. The general aim is to study and proof the application of smart contracts in the railway ecosystems, by addressing also legal and regulatory implications, and advanced visual and rule-based data analytics, including metrics for performance assessment.

During the past decades Synchrotron Radiation facilities have seen an impetuous growth as a fundamental tool for the study of materials in a wide spectrum of sciences, technologies, and applications. The latest generation of light sources, the Free Electron Lasers, capable of delivering high-intensity photon beams of unprecedented brilliance and quality, provide a substantially novel way to probe matter and have very high, largely unexplored, potential for science and innovation. Currently, the FELs operating in EU are three, FERMI, FLASH and FLASH II, operating in the soft X-ray range and two are under commissioning, SwissFEL and EuroXFEL, which will operate in the hard X-ray scale. While most of the worldwide existing FELs use conventional normal conducting 3 GHz S-band linacs, others use newer designs based on 6 GHz C-band technology, increasing the accelerating gradient with an overall reduction of the linac length and cost. With CompactLight we intend to design a hard X-ray FEL facility beyond today’s state of the art, using the latest concepts for bright electron photo injectors, very high-gradient X-band structures at 12 GHz, and innovative compact short-period undulators. If compared to existing facilities, the proposed facility will benefit from a lower electron beam energy, due to the enhanced undulator performance, be significantly more compact, as a consequence both of the lower energy and of the high-gradient X-band structures, have a much lower electrical power demand and a smaller footprint. CompactLight gathers the world-leading experts in these domains, united to achieve two objectives: disseminate X-band technology as a new standard for accelerator-based facilities and advance undulators to the next generation of compact photon sources, with the aim of facilitating the widespread development of X-ray FEL facilities across and beyond Europe by making them more affordable to build and to operate.

Gaining students’ attention by presenting Nobel Prize winning ideas and offering activities using technology and everyday life is seen as one of the key ways to stimulate students and contribute to the discovery of the next generation of innovators. The project aims can only be accomplished with the full collaboration and engagement of teachers and their schools. The Frontiers project consortium, coordinated by Dublin City University included partners from Ireland, Greece, Italy, France and Portugal. Five project outputs included:1.Select a series of scientific research outreach programmes that successfully introduce the scientific methodology in school science education, by utilizing existing research infrastructures of frontier research institutions enriched with online tools (data analysis tools, simulations & games) and web-interactive educational material (O1). 2.Integrate these initiatives under a common educational approach and develop the FRONTIERS Demonstrators that could be exploited and widely used from the educational communities in Europe and beyond (O2). 3.Create virtual learning communities of educators, students and researchers and involve them in extended episodes of playful learning. The proposed project will involve teachers, students and researchers in collaborative learning activities. The development of the virtual learning community will be enhanced by the FRONTIERS Community Support Environment (O3). 4.Systematic validate the proposed approaches and activities in order to identify their impact in terms of the effectiveness and efficiency. The project will be implemented in schools, science teacher training centres, and research centres in different countries and a detailed evaluation report will be prepared (O4).5.Design and implement a systematic raising awareness strategy that will contribute to the effective communication of the project’s results and outcomes. A devoted Tool Kit (O5) will be developed that will be uploaded to the eTwinning collaboration space to act as a starting point for numerous collaborative projects between schools.The main results from the proposed project included the following: • The creation of 21 FRONTIERS inquiry based and technology enhanced demonstrators, a series of innovative educational activities in the fields of High Energy Physics, Astroparticle Physics, Astrophysics and Gravitational Wave Astronomy. The demonstrators were developed by experts and translated into 5 languages (English, Greek, French, Italian, Portuguese). Educators can utilize the educational resources on the Frontiers website at (http://www.frontiers-project.eu/frontiers-educational-resources) and then link to the full demonstrators on OSOS . • The creation of 20 educational activities by teachers who attended the Frontiers international teacher training events. The educational activities are linked to the school curricula (http://www.frontiers-project.eu/frontiers-educational-resources).• FRONTIERS Community, the following online FRONTIERS Project resources have been utilised Facebook, Website, Open Schools for Open Societies Platform, Summer and Winter Schools, Google Classroom.• To mobilise 1,000 teachers within the framework of the project. It has been demonstrated, through the range of activities and platforms employed by the project to engage and mobilise teachers (Output 4), the consortium has mobilised well in excess of the target figure. • 15 multiplier workshop events were held by the project partner countries (Ireland, Greece, Italy, France and Portugal). 303 workshop participants• International Summer and Winters schools, 277 participants fully completed the International e-Schools so far, with many others joining for virtual visits hosted as part of the e-School events. This group of teachers who have been engaged, trained and supported in integrating Nobel prize winning physics into their classes, is evidence of the active FRONTIERS Community of motivated teachers of physics across the EU and beyond.• 8 Masterclass events were organised by IASA, held both in-person and virtually, 405 students and 71 teachers took part.• 1,100 students and 192 teachers took part in 11 virtual visits, allowing access to real-world physics experiments and the research scientists that work there.• The student mobilisation was 10,000. This is based on the given ratio that the mobilisation of 1 teacher would deliver the mobilisation of 10 students. This equivalence is arrived at as teachers employ resources and training with students in the classroom, at a minimum of 10:1. As the FRONTIERS project achieved its goal of mobilising over the stated goal of 1,000 teachers, it can be stated that the project also achieved its stated aim of mobilising over 10,000 students. • The FRONTIERS Tool-Kit “Effective Ways of Introducing frontier science in Schools”, is available as Output 5 and through the etwinning collaboration space to all European schools.

"<< Background >>According to the White Paper on Artificial Intelligence (AI) of the European Community it is necessary to develop skills needed to work in the field of AI and to adapt the educational systems of individual European countries. The report of the CULT (Committee on Culture and Education) committee before the European Parliament on the application of AI in education makes a thorough analysis of the need to train professionals to develop and apply intelligent approaches in various areas of modern business and services. Based on these strategic documents, two main directions in the application of AI in school education can be identified: - Formal study of the basic algorithms of classical and ""modern"" AI as a separate discipline or within other disciplines. - Introducing students of different educational levels and forms with the applications and capabilities of artificial intelligence. Artificial Intelligence (AI) is currently a key priority for the European Commission. As indicated in the published “White Paper on Artificial Intelligence: A European approach to excellence and trust” given the global competition, a solid European approach is needed, which will build on the European strategy for AI presented in April 2018. It should be highlighted that children today live in the age of artificial intelligence. It is estimated that by 2022, there will be 58 million new jobs in the area of artificial intelligence. Thus, it's important that the youth of today are both conscientious consumers and designers of AI. All people and especially school students are already leaving through the smart technologies embedded with AI logistics. It is very important for school students as the future generation who will develop and apply AI to begin to understand it from early age, building also the necessary competence to support its growth.<< Objectives >>The objectives of the FACILITATE-AI project is to support school teachers(the facilitators of learning) in developing an inquiry base and evidence-based understanding of the complexities and principles of AI, the algorithmic creative thinking, and how these can be integrated in the school students’ learning process for promoting creative problem solving, adaptability to change, and progressive design through a STEAME interdisciplinary approach . In doing it is planned to :1. Support school “facilitators for learning” in their understanding of AI use in everyday life.2. Prepare school teachers to develop competence for becoming good facilitators of learning AI to their students, considering applications, strengths, and weaknesses, in line with Digital Competence Framework 2.0 and Digital Education Framework. 3. Contribute to the Enhancing of digital skills and competences for the digital transformation, which requires basic digital skills and competences from an early age such as good knowledge and understanding of data-intensive technologies, such as artificial intelligence4. Support teachers and students in developing problem solving skills, computational thinking and design thinking involving AI tools and methods.SUPPORT THE NEEDS OF TARGET GROUPS:The main target audience of the project is the teacher group facilitating the learning of students of grades 7-12, including initial and in-service teachers and teacher trainers. In the consortium countries and in most European Countries, teacher training does not provide knowledge and competences in using digital tools and AI-based technologies.<< Implementation >>Activities an listed as an outline of milestones of the two-years plan shown below: YEAR 1M1: Partnership Agreements signed, preparation work for Results- Work Plan M1: 1st ONLINE MeetingM2: Physical Kick-off Meeting 1, CyprusM2: Work Flow plan by the coordinator and action plan by the Results leaders M2: Project Image developmentM2-3: Web design structure Indicators of progressM2+: Dissemination Plan elaborated and understood by all M4: 2nd ONLINE MeetingM4: Start of R2M6: C1 EventMonth 10: Physical Project Meeting 2 , BulgariaPublication of the AI Education ObservatoryElectronic Dissemination Newsletter R2 progress implementation Social Network development Dissemination actions EvaluationM8: 3rd ONLINE meetingM12 Interim Report YEAR2R1 finalizationR2 implementation/piloting M12: 4th ONLINE MeetingM13: Start of R3Electronic Dissemination Newsletter M15: ME in GreeceM15: 5th ONLINE MeetingM16-20: Progress on R3M17-20: Production of a PITCH video M18: C2 EventElectronic Dissemination Newsletter M18: ME in GreeceM19: R2 finalization EvaluationM19: ME in Poland M19: ME in Italy M20-24: Promotion activities Electronic Dissemination Newsletter M20: Begin Exploitation planM21: 3rd Physical meeting, in RomaniaM22: ME in BulgariaM22: ME in PortugalM22: ME in ItalyM21-M24 Translations of R3 & EvaluationM21-M24 Sustainability and Promotion M22-M24 PublicationsM23: 6th ONLINE MeetingM23: ME in Cyprus, Final Press conferenceM24: Final release of R3<< Results >>As AI is quite dynamic and is changing often, the aim is not just to create a rigid curriculum and a rigid content text for it. AI is analysing data, it communicates data, it puts them into smart algorithms to produce tangible results that can measure something new, it creates machine learning processes to imitate human thinking. However, thinking of humans is changing according to its environment and is very dynamic so we need to teach school students how to adapt to their environment and how to use data and critical thinking from their environment. So creating an innovative project is to create a Dynamic AI Curriculum (D-AI-C) and an Information Smart System(ISS) for supporting teachers to be adaptive and informed about updates on AI issues and tools that can use to train school students. RESULT 1. AI Teaching Guide for teachers facilitating the learning of students in grades 7-12 1.1 Pedagogical and Learning Framework for teacher facilitators (PLF)1.2 National Reports with related practices 1.3 AI Dynamic Curriculum Design and Format 1.4 Learning and Creativity Plans for the use by teacher facilitators of learning In Parallel: Short Term Training activity 1: Creating Learning & Creativity Plans for AIRESULT 2. Training Course for Teacher Facilitators of learning in AI-STEAME+ education2.1 PLF Competences for teacher facilitators transformed into Modules. 2.2 Additional Modules focusing on the facilitation of the learning of AI by schools students 2. 3 A Training Programme (minimum 3 days) with 3 modules per dayIn Parallel: Short Term Training activity 2: Implementing the developed course so more partner participants are trained with the project results, validate the modules through the practice implementation and create module videos to be used in Result 3. RESULT 3. Dynamic Online Learning Environment with OER on AI in interdisciplinary STEAME+ school subjects with a set of Blueprint Policy Recommendations3.1 Design the Learning Environment with existing tools like Moodle to set up a platform accessible to teachers and students. 3.2 Development, piloting, validation and publication 3.3 Blueprint Policy Recommendations for European Education Authorities.Additional Deliverables include:D1. Dissemination Plan and implementation ResultsD2. Contingency Plan D3. Quality Assurance and Evaluation PlanD4. Exploitation Plan with a webspace for continuous development , updating, support, networking and sharing D5. FACILITATE-AI Symposium within the annual EUROMATH & EUROSCIENCE Pupils Conference. D6. FACILITATE-AI Course Certification Programme, promotion and administrationD7. Inter-institutional National level: partnerships with other local or regional schools or Pedagogical Institutes, cooperating as Associate Partners in the use of the Blueprint Policy Recommendations for European Education Authorities.D8. Production of a FACILITATE-AI PITCH VIDEOD9. Progress Reports: Every 3 months each partner will submit a progress report including time sheets and other related documents. D10. Progress and Final Reports as required by the funding agency.D11. Consolidated Dissemination Spread Sheet Report: Each partner will keep a dissemination spread sheet log reporting all dissemination activities related to the project and will be shared with all the partners every 3 months.D12. Creation of the project’s logo and visual identity.D13. Project Website and Social Media pages.D14. At least 4 Newsletters.D15. Creation of the AI Education Observatory"