By creating a sustainable strategic network of major European ICT hubs, the goal of HubLinked is to strengthen Europe’s software innovation capacity by learning from regions of proven ICT strength and sharing that knowledge will all regions. HubLinked will (i) improve the effectiveness University-Industry (U-I) linkages between computer science faculty and different types of companies (ii) develop global software innovator graduates that can work in any sector and (iii) upskill academic and industry staff to engage in U-I linkages for software innovation. Although the ICT sector is a major economic sector in Europe, HubLinked also includes SMEs in the non-software sector to provide a ‘low-cost low-commitment’ mechanism to prototype software innovations. An established partnership of large, industry-focused computer science faculties have come together with a representative mix of industry partners (large multinationals, SMEs in both the software and other sectors and start-up companies).HubLinked has six deliverables (i) effective U-I linkages (ii) the CSI4 curriculum framework for industry-oriented, internationalised, innovation-focused and interdisciplinary computer science degrees (iii) four Global Labs modules (iv) A portal of study and placement opportunities for students (v) An online professional development for academic and industry staff (vi) Form the HubLinked Association with a long term goal of including a partner from each EU country.We estimate the HubLinked partnership can directly reach over 3,000 companies, 12,000 students and 400 staff during the lifetime of the project. HubLinked will create a network of European ICT professionals that will increase the innovation capacity and competitiveness of European software hubs and help underpin education, research, innovation, trade and economic development for years to come.

"ObjectivesTo share our experience in the teaching of ICT in a structured way through presentations of the different partners on specific aspects such as the methodology used, the profile of the students, the evaluation of the results obtained, the difficulties; the initial and continuous evaluation of the students, the certification of the skills and knowledge acquired, the organization of the classroom and the class sessions, the technical aspects (software used, types of network used, etc.), etc. Analyze, discuss, compare these experiences, draw conclusions and disseminate the results of this process. Propose a common methodological approach. 2. To present the practices that each partner has had in different aspects of ICT teaching, such as: e-government, social networks, email, e-banking, shopping, etc. Compare, analyse achievements and difficulties, propose an updated list of basic contents, draw conclusions and disseminate the results. 3. Share experiences in teacher training: How it is structured and how it adapts to continuous changes; What are the training needs of our staff, how we detect them; Analyze, compare, discuss and propose a training model that each partner can adapt to their own circumstances.Number and type/profile of participants:Four partners: A support and social integration centre for immigrants (Belgium), an association of adult education teachers and trainers (Czech Republic), an NGO supporting regional social integration and development initiatives (Germany) and a public adult education centre (Spain).All partners have been offering digital literacy programmes to the adult population in order to avoid the risk of social exclusion, especially to disadvantaged groups and/or those who have remained outside the formal training circuits.It has been a sufficiently diverse transnational association so we have been able to share our experiences in this field and at the same time lay the foundations for a future innovation project.The partners of this project have different degrees of experience in teaching ICT and most of them also have experience in the use of technological resources in different areas of teaching and learning. However, most have not had the opportunity to learn about other models, methodological approaches and experiences in this field. This association has undoubtedly meant a change in the way each member works, as each of the models has faced other points of view, other similar experiences, and have ultimately enriched all participating institutions.The work of all through the tools of collaborative work (Google Drive) and the use of this platform by students and users, has been a factor of innovation for the members of this association. Likewise, the teachers and volunteer monitors have learned about new digital tools that have been adapted, applied and developed locally. In order to achieve the above objectives, each partner endeavoured to work in depth on an example of good practice in the field of digital literacy. Thus, in the first TTL activity, the Spanish partner presented the ""Audioguides"" project, a product elaborated by its students in the ICT initiation classes. He presented this project in detail, emphasizing the methodology used. This TTL involved not only members of the associated institutions but also adult education teachers, staff of teacher training institutions and representatives of the educational administration at the level of the province of Cadiz. In addition, in the workshop held within the framework of this TTL, the European participants not only learned step by step how the Spanish partner works teaching ICT, but also learned in the field how the ""Audioguide"" project had been carried out and complemented it by translating into their respective languages and recording the audios to extend the final product of an audioguided route through the town of Ubrique. This way of working by projects, involving the students in the elaboration of a useful and significant final product had a great impact since the three partners later developed different ideas as a result of what they learned in this TTL. In the second TTL, it was the other three partners who presented their examples of good practices: the partner from the Czech Republic presented an example of good practices on integrative methodology; the Belgian partner showed us its method of individualized attention (DigiLabo) and in the workshop prepared by the German and Belgian partners, they presented us with a technique (Personae) to better know the profile of the user/student."

In the face of a rapidly advancing digital healthcare terrain, the DTRIP4H project emerges as a momentous effort to revolutionize predictive, preventive, personalized, and participatory health paradigms within the EU. Amid significant incidence of chronic conditions and cancer, there is a pressing need for a proactive shift in health strategies. Yet, the full potential of European research infrastructures (RIs) is curtailed by investment deficits, fragmentation, and the intricacies of data management. Digital Twin (DT) technology introduces a new age of precision by enabling sophisticated simulations and analyses of intricate biological processes. In DTRIP4H, we start a new initiative in Europe “decentralized health digital twin ecosystem consisting of RIs”. Using DTs, we aim to resolve critical challenges around data harmonization, equitable access, and stringent privacy safeguards. Incorporating technologies such as federated learning, Generative AI, and Virtual Reality (VR), the project aspires to create a decentralized digital twin environment (DDTE). This will empower both internal and external RI users, such as researchers, innovators, and SMEs, to craft DT applications that address specific scientific challenges, utilizing a blend of real-world and synthetic data in compliance with regulatory frameworks, i.e. GDPR. We will develop 7 innovative proof of concept thematic health-related Use cases fulfilling the needs of scientists, SMEs, and industrial end users, particularly in health topics related to cancer treatment, drug development, human environmental exposome, precision treatment for schizophrenia and personalized medicine through Artificial Intelligence (AI), AR/VR empowered DTs utilizing DDTE, while adhering to FAIR data principles. DTRIP4H adopts a human-centric methodology to elevate research efficacy, narrow the skills gap, and align with the objectives of the European Research Area (ERA) and the Sustainable Development Goals (SDGs) by 2030.

Liikkuvat työkoneet ovat Suomen neljänneksi merkittävin vientiteollisuuden ala. Konevalmistajien on korvattava fossiiliset polttoaineet sähköisillä voimansiirtoratkaisuilla. Kasvava anturiteknologian käyttö ja ajoneuvojen ohjelmistointensiteetti vaatii uusia ohjelmistoratkaisuja niin ajoneuvoille, kuin niiden testaukseen tarvittaville yhteentoimiville digitaalisille kaksosille sekä kyberfyysisille testialustoille. \ INTERROB-co-innovation-hanke kattaa liikkuvien työkoneiden, sähkövoimansiirron ja ohjelmistotuotannon osa-alueet. Oulun yliopisto, Oulun ammattikorkeakoulu (NUVE-LAB) ja LUT-yliopisto tekevät yhteistyötä, liittyen Danfoss Editronin Veturi-ohjelmaan sekä Kalmar Cargotecin, Arctric Drilling Companyn, Treonin ja Wapicen yrityskohtaisiin hankkeisiin. Horiba ja Danfoss Drives tukevat hanketta osaamisellaan. \ INTERROB kehittää ratkaisuja, joilla tehostetaan työkoneiden voimansiirron energiatehokkuutta ja tarpeellista testausta vaativissa työkiertoskenaarioissa. Hanke tavoittelee myös radikaalisti pienentyviä testikustannuksia ja merkittävästi pienempää markkinoilletuloaikaa testauksen virtualisoinnin ja tehostamisen kautta. Hanke hyödyntää Pohjoismaissa uniikkia NUVE-laboratoriota sekä LUT-yliopiston laboratorioita yhteistyössä yritysten kanssa. Kyberfyysinen vehicle- ja software-in-the-loop testaustoiminta kattaa työkoneen voimansiirtojärjestelmät osineen, työsykliskenaariot, virtuaaliympäristöt, sekä testaustiedon luomisen, käsittelyn ja analysoinnin ratkaisut. Tuloksena saavutetaan energiatehokkaita voimansiirtoratkaisuja ja -komponentteja. \ Hanke tuottaa tuote- ja palveluinnovaatioita sähköisiin työkoneisiin, voimansiirtoihin ja komponentteihin sekä ainutlaatuisia kyberfysikaalisia laboratorio-ominaisuuksia ajoneuvojen kyberfyysiseen testaukseen ja niihin liittyviin ohjelmistotuotteisiin ja -palveluihin. Tutkimustulosten lisäksi osallistujien yhteenlasketun viennin arvon kasvun arvioidaan olevan yli 300 miljoonaa euroa vuosina 2030-35.

Background: Breast cancer (BC) detection should be carried out by a team involving a number of health professionals from various medical, nursing and allied health disciplines. Students from different health disciplines have often a limited understanding of what other health professionals’ roles are. Interprofessional learning promotes this understanding, giving also an understanding of the interpersonal skills needed for liaison and communication.Aim of the project was to study and develop the competences of health professionals, lecturers and students in the field of BC detection. To achieve this aim four objectives were planned and carried out: 1) research activities about mammography education and clinical practice regarding BC screening and diagnostics; 2) educational package about early BC detection and diagnostic procedures among nurses, radiographers and biomedical laboratory scientists and lecturers in the field; 3) multimedia educational package on breast screening, imaging and quality assurance competences for radiographers; 4) multimedia educational package on further imaging and laboratory examinations for radiographers and biomedical laboratory scientists. In addition, a 5-day intensive training programme conducted for lecturers and clinical professionals who are going to implement the developed e-learning materials.Methods: In order to fulfil objective 1, the methodology of systematic literature reviews and surveys with questionnaires (for lecturers, students and radiographers) were used. Three e-learning packages were developed in the evidence-based way, i.e. at first the best available knowledge (regulation documents, literature reviews, research results, expert knowledge, best practices and user views) were searched for and reviewed. This evidence-based method serves also as a pedagogical principle in line with e-learning pedagogy. On the basis of the best available knowledge, the core competences, learning outcomes and material contents were developed. Target groups involve health professionals working in the service chain of breast cancer detection, primarily in European countries, but open access e-learning materials make the education also available to professionals all over the world. However, the prepared e-learning modules or single items from the modules can be integrated into undergraduate or specialist programmes and used under lecturer tutoring. All the educational institutions belonging to the project consortium are already using or are planning the implementation of the developed learning materials in some way. The intensive programme that was aimed to the implementation of the learning materials was participated on-site by lecturers and clinical professionals from the countries involved in the project, but also by a number of online participants from various European countries. Impact: Impact of the project is twofold, the impact of the published research results and the impact resulting from the process and outcomes of learning material development. Research results have been made public through open access research articles as well as at congresses and conferences in Europe and beyond. These results have identified the current difficulties in mammography education and clinical practice – this kind of evidence can underpin the promotion of education and clinical practice beyond the institutions participating in the project. The development process of e-learning packages supported the promotion of understanding regarding the nature and importance of interprofessional education and practice among the lecturers and health care professionals participating in the project. In addition, the curricula of participating educational institutions have a component of mammography educations that can be used in various ways.