The network's purpose is to support children in marginalized situations. The information need for learning with telepresence must be uncovered, how to contribute to children's interaction with their learning environment. We want the learning of children in marginalized situations to meet the existing requirements for learning. To gain knowledge on how to create a network among all relevant participants; across nations, sectors, and professions. We aim to create easy access to the use of learning support, but know that there is a need for introductory training and easy access to technological learning resources if the course of teaching is to be a success. Participants, Countries: Denmark, Sweden, Norway.On Technology: NoIsolation (Partner) a private company. Teknologisk Institute(associated partner) an advisory organization on technology. Research Institutet/Hospital: Rigshospitalet - Bonkolab(Partner) and research department. OsloMet (Partner) University. The network group consists of actors from the Private Enterprise; a telepresence developer. Municipal organization: Malmö Stad (Partner), Københavns Kommune BBU (Partner), Gøteborg Stad (Associated Partner)The starting point for establishing the network is interest and the participants' previous work following the objectives:Develop high-quality education and care systems: Among children and adolescents (aged 6-18) the school is the most important social arena. When schoolchildren are diagnosed with cancer it results in a school absence of more than 40 % during the period of treatment. This is due to hospitalization during their treatment, adverse effects, complications, isolation due to increased infection risk, etc. This leads to limited interaction with their classmates.Social inclusion: School absence resulting from illness is a problem with major educational and social consequences. For most children and adolescents, school is the most important social arena. Unfortunately, many children and adolescents with long-term illnesses are unable to attend school for extended periods. School absence for prolonged periods results in limited interaction with other children and adolescents. Some children may end up completely losing their social networks.Innovation practices in a digital era: The most recent development of technology and online services open up for opportunities for how children, to keep up with their education and stay connected on a social level with their peers, despite not being physically present in the classroom. Early Childhood Education and Care: Much of child development occurs in direct relation to others and for children, school is a highly important arena for socialization, which has an impact lasting long into adulthood. Studies have demonstrated that social relations can be crucial to childhood learning and children who experience loneliness and social isolation have a high risk of developing depression later in life.Early School Leaving / combating failure in education: The most recent development of technology and online services open up for opportunities for how children, to keep up with their education and stay connected on a social level with their peers, despite not being physically present in the classroom. Cooperation between educational institutions and business: Through this network, we want to investigate and gain experience on how telepresence solutions, such as AV1, can be used to contribute to social inclusion. There is a wide range of different experiences amongst countries and therefore this network will contribute to knowledge sharing across borders and benefit more children. The network will be based on qualitative research, knowledge from field studies, and expert input. 1) To establish a network that makes it accessible to share knowledge on the subject of learning with technological aids. The network will distribute insight knowledge on work with telepresence and further development in the field. Contact will be between members; such as researchers, employees at the municipal organizations, technical developers, and users. And possibly extend beyond the 3 nordic countries. This will give the opportunity for staying informed as a change in technology, learning forms, treatment systems change.2) Be able to advise a meaningful distribution of responsibilities thorough insight knowledge obtained during teacher training and multiplier event. This is part of the interaction between learning initiatives that involve technological aids such as telepresence can be appropriately distributed. And be able to advise on distribution and have a network that cooperates during future development. 3) We aim to have several ready-made practical methods to make use of telepresence quickly and easily. This will especially be aimed at staff and teachers who are directly in contact with children using telepresence.

"The use of simulation in teaching and learning in nurse education is gaining momentum, as a result of a growing body of evidence which notes its efficiency and effectiveness. The objectives of this project were to address the lack of universal simulation resources particularly in relation to community care. This project sought to develop a simulation kit - comprising three simulation resources- which could be used across different countries. All the ten partners listed in section 2.1 below, participated in the planning, development, and evaluation of a simulation kit named NURSKit, which is now freely accessible for the next two years through the University of Malta website: https://www.um.edu.mt/projects/ispad/about-us-2/. The NURSKit includes three different scenarios. Each scenario comes with a kit for the facilitator who will be guiding the students during this scenario, pre-scenario resources to prepare the students for the activity and post-scenario resources to enable the carrying out of the student debriefing session. Scenario 1 focuses on a person living in the community without established chronic disease, but with multiple risk factors. This scenario was developed by Lahti University of Applied Sciences, SAMK University , University College Dublin ( leader) Scenario 2 includes a person living with diabetes and experiencing psychosocial issues as a consequence of his chronic condition. This scenario was developed by Molise University, Turku University, Cardiff University ( Leader). Scenario 3 focuses on end of life care. This scenario was developed by Middlesex University, Oslomet University , JAMK ( Leader). The University of Malta was responsible for overseeing the development of all three scenarios. Three experts, all authorities in the field of nurse education, from three different continents - Australia (Professor Simon Cooper from the School of Nursing, Midwifery and Healthcare, Federation University Australia), Africa (Professor Abeer Saad Eswi, Cairo University, Egypt), Asia- (Professor Cho Eun-Jung, Yeungnam University College, South Korea) contributed to the project as consultant/ advisors, thus enabling a wide comprehensive universal relevance of the simulation kit. The second objective of the project was to develop and deliver an innovative training programme to two individuals from each of the ten participating universities, with the aim of them becoming ""Simulation Champions"", at their own respective partner institution and championing the development of simulation. This training programme was developed by the University of Lahti and the University of Malta. The programme was delivered jointly by the two universities in 2017. Twenty participants successfully completed the training programme. These participants were academics from each of the 10 participating orgnisations (section 2.1). Two academics from each of the universities were trained in the use of simulation. This training programme entitled ""Simulation In Nurse Education"" (SINE) Champion Award Certificate"" included 5 ECTS at EQF level 6. The training programme and simulation kit were both evaluated. The training programme was evaluated through the use of focus groups with the participation of the trainers who delivered the programme and the students who took part in the programme. The feedback on the training programme was very positive and this programme is now available for delivery by other institutions who may wish to run this programme within their own entity. The NURSKit was evaluated through the use of an online survey which was designed to measure students' knowledge and self-reported competence before and after following the simulation exercise. The students were also included in a number of focus groups to identify their experience in participating in the project. The feedback on the NURSkit was also very positive. The research study indicated that students improved in terms of knowledge and perceived competence with the use of all three scenarios. This suggests that this NURSkit is a useful tool for the teaching and learning of community related nursing. The long term benefits are that both the NURSKit and the training programme which have been developed are available for the use of other Universities via the University of Malta website and can be applied on a universal scale."

There are ongoing and even disruptive changes in the media industry. Young media professionals are facing a volatile professional environment with new ways of multiplatform content production. Thus enhanced competences in digital production workflows are essential for their employability. Digitalization also offers a lot of opportunities to collaborate remote and in across boarders in a creative and efficient way. Therefor the main goal of our strategic partnership is to build up the European Media Cloud Campus (EMC2). We want to establish a digital, completely cloud-based content production and learning environment all the partners could use to produce different kinds of content.Following the idea of open innovation we integrate the students in our innovation process. All their solutions feed forward into the final cloud campus. The students cover these topics either in regular lectures in their home universities or in special international workshops. All the tools will get tested in pilot projects related to the main focus of our project, innovation in the creative industries.The five partners are specialized in media production and will provide their specific know-how to realize the cloud campus. Our partners from HvA, Amsterdam, are really strong in designing new workflows in digital publishing using state-of-the-art ICT technology. The involved colleagues from Bilgi University, Istanbul, have an excellent background in photography and visual storytelling. Editorial management and ethics in communication are two of the specific fields of knowledge of our partner university in Oslo, HIOA. Stuttgart Media University has a strong expertise in media management and will focus on content strategy and editorial management. The Danish School of Media and Journalism will provide profound knowledge in cross media journalism and web-design.Students and teachers will work on 21 activities in five different fields of knowledge: Technology is the core field of our strategic partnership. We’ll test, select, customize and implement different cloud based and open source ICT-tools to build up our digital learning environment. In the educational field we will develop an appropriate pedagogical strategy, define specific skill levels and implement new instruments of pear rating and self-assessment. In the content field we’ll develop a content strategy customized to the main topic innovation and the digital and international production environment. Regarding the editorial management we’ll develop, test and reengineer specific processes to run a digital collaborative media production. Additionally we’ll explicitly deal with ethical and intellectual property rights issues involved in the project.We’ll change the dominant logic of international education projects in content production. Traditionally students are creating ideas in remote online workgroups and are traveling to realize a product. To enhance the sustainability of our content project, we turn this process upside down: We’ll meet in international workshops with smaller group of students to develop concepts and tools, which can be used continuously in digital collaborative content productions. Furthermore almost every project activity is embedded in regular courses. And we will coordinate our curricula and develop a system of complementary international minor programs in English strongly connected to the project to foster the innovation process. Finally we’ll share our tools and results under a cc-license for education use to trigger an ongoing co-creation process to improve the quality of our cloud-based solutions.

Today, digital technology penetrates almost every field of daily life in private or public sphere. Thus, education and training institutions in Europe, from kindergartens to universities, are encouraged to use digital technologies in creative, collaborative and efficient ways. These efforts are reinforced by the European Commission’s recently adopted Digital Education Action Plan (DEAP, EC, 2018) supporting technology-use and digital competence development in education, as well as by the European Framework for Digitally Competent Educational Organisation (DigCompOrg, EC, 2015).The TASK 21 project aims to help modernise the design of formal educational curricula and pedagogical material that respond to 21st century needs. To achieve this, the project will design, pilot and implement an interdisciplinary, blended university course “EdTech and Ai for essential Skills of the 21st century” for:-future educators and curriculum designers: students of Educational Science, Educational Psychology, Pedagogy, and similar programmes;-future e-learning developers: students of IT profiles (Information Technology, Computer Science, and similar)Through field-specific and interdisciplinary modules, the students should learn to design (and deliver) curricula and pedagogical material which should:-be digital or digitally enhanced and reap the potential of AI and emerging technologies through adaptive learning-be transparent and modular (available across educational systems, offering mutually recognisable qualifications)-equip learners with transversal skills necessary to thrive in a fast-changing world:oDigital Literacy (for learning and working in innovative learning environments)oCommunication, collaboration (supporting learning and working with others)oCreativity, innovation (encouraging creative learning)oAutonomous learning (fostering independent learning)oInformation literacy (supporting effective ways of thinking)To set the example, the course itself will be digitally reinforced, adaptive, modular, focused on developing learners’ transversal skills, and will offer mutually recognisable qualifications as it will be piloted by HEI in 4 European countries: France (Pôle universitaire Léonard de Vinci), Italy (University of Catania), Portugal (Universidade Lusófona) and Norway (Oslo Metropolitan University) in cooperation with two EdTech partners: NetPort Science Park from Sweden and Claned from Finland, and 8 associated partners. The course will be embedded into the Claned adaptive learning platform, which allows the creation of personalised learning paths for each student. The platform’s recommendation engine provides opportunities for enhancing the learning experience. Based on semantic analysis of content, learning data, collaboration and sharing, the platform identifies individual learning characteristics and matches them with the most suitable content for the learner. Students can also upload material or create content themselves. The platform also returns the real-time data back to teachers through analytics that gives them insights into the factors influencing learning. It also gives them the power to modify these factors - intervene before failure or drop-outs occur - as well as give assistance to students needing support or lacking challenge. To encourage continuous professional development of educators, the course will also be available in a MOOC format as a self-paced, self-learning e-learning tool for teachers at SE and HE level, as well as for IT developers specialised in e-learning.After designing the methodology and the pedagogical material in 2019/2020, the consortium will test the course with the first generation of students, optimise it and adjust it for the MOOC format, then test the optimised version with another generation of students. The piloting of the course should entail between 900 and 1000 students in total across four countries in academic years 2020/21 and 2021/22. After the piloting period, “EdTech and Ai for essential Skills of the 21st century” should be introduced into the course catalogues of the HEI involved as a 5-credit elective course. To multiply the course benefits across Europe, the consortium will put in place a range of online and on-the-spot dissemination activities, including 3 conferences for HEI (to encourage course replication) and 2 workshops for educators. By 2027, the course “EdTech and Ai for essential Skills of the 21st century” is expected to reach and improve the competences for creating 21st curricula of:-3000 HEI students via the university course;-600 – 1000 educators via the MOOC.

The functioning of the European patent system has been called into question from many different angles. The criticisms range from discontent with low patent quality and with backlogs in patent examination to ethical concerns about ‘patents-on-life’, and from accountability/legitimacy problems of the European Patent Office (EPO) to fundamental doubt about whether patenting fits the current research and innovation models, especially in emerging technologies such as for example biotechnology. The current European patent system is however a rather closed system (that primarily services patent applicants) and it is not inclined to take on board such criticisms and/or considerations that are relevant to society at large. Put differently: the system is currently not aligned with the main principles of Responsible Research and Innovation (RRI). Research in this field seems however to be stuck in –very similar- diagnoses of what is wrong with the system. The project takes the analysis an important step further by looking at changes needed in the governance of the European patent system in order to substantially enhance its responsiveness to societal stakeholders. It tries to explain the limited actual use of inclusive mechanisms that are currently available in the European patent system. It assesses similar mechanisms that are used by other regional patent systems and could potentially be transferred to the European patent system. It looks at changes needed in the institutional set-up of the European patent system in order to enhance responsiveness. The project also analyses changes needed in European patent law that could open up the patent system to more inclusive IP rights, and it addresses the likely impact the new EU Unitary Patent will have on the responsiveness of the European patent system.