Advances in ICTs are opening up new opportunities that impact teaching & learning (T&L) methods in Higher Education (HE). An increasing reliance on “blended models” combining elements of face to face & online modalities in different proportions is emerging, which subsequently have transformed the roles of teachers, students & universities. Despite this wave of innovation over the last decade, many universities around the world are not yet ready for this change and fully prepared for e-learning. For instance, traditional HE’s model in Latin America is still predominant: face to face learning represents 65% of its HE offer.InnovaT aims to modernise HE, enhancing innovation in T&L experiences by promoting the integration of new pedagogies and technologies in LA HEIs; equipping teachers and students with relevant skills for the digital transformation of HE and society worldwide.Expected results & Impact envisaged:• Enhanced teaching capacities in innovative T&L pedagogies and digital skills by delivering training in blended model, combining face to face teacher training with MOOCs and E-learning;• Modernised technical infrastructure of LA HEIs by creating, equipping and putting in operation the InnovaT offices (Innovative Teaching offices): to offer state of art tools to develop digital learning content as well as counseling services on the topic of innovative T• Increased HE-Enterprise cooperation and students learning experience by developing Pilot Classes with real projects with entrepreneurs, preparing the students for innovative thinking in “real life” contexts;• Greater awareness and reach of high-quality training material & publications by providing access to Open Educational Resources and E-Learning to regional and international academic community;• Extended networks between Europe and Latin America, and among Latin American neighbor countries in the topic of teaching & learning innovation by organizing an open International E-Conference.

Currently, most decisions in the academic settings in Latin American HEIs are based on preconceptions or feelings. If data is used, it is in the form of database reports that only provide the most basic level of information. Due to the last decade modernization of academic systems in most Latin American HEIs, there is a large amount of data being produced every day, but this data is usually ignored.This project aims to build local capacity in Latin American HEIs to create, adapt, implement and adopt Learning Analytics tools to improve academic decision making processes. These tools will facilitate the process and analysis of large amount of data produced by the different educational process that occur inside Latin American HEIs (registration, academic performance, online systems usage, etc.). Stakeholders will use the output of these tools to inform and support their decisions. These evidence-based decision making process improves the performance and quality of the education inside the HEI.To be able to develop the local capacity to create, adapt and use Learning Analytics tools in Latin America, first a framework that describe the methodological, technical, institutional, ethical and communal aspects of the deployment of Learning Analytics in the context of Latin American HEIs should be developed by the project. Moreover, the project will adapt two existing tools created originally in the context of Europe to the Latin American context. One will be directed to academic administrators and the other, to professors and counselors. Both of these tools will be piloted to test their efficacy.The final result of the project will be the compilation of the LALA Handbook, a guide containing the LALA Methodology, the Infrastructure recommendation and the adoption experiences and best-practices gained during the pilot. This handbook will be the guiding resources to any other Latin American HEI interested in adopting Learning Analytics to modernize their operations.

PROTECTED aims to develop expertise and protective capabilities against Endocrine Disruptors (EDs). EDs and their mixtures are a modern day health concern leading to failing ecological systems, poor agricultural production and health effects such as obesity, cancer and infertility. While analytical methods have advanced enormously, focus has been mainly on synthetic chemicals, overlooking emerging EDs and real-life multiple substance exposure. A new generation of creative, entrepreneurial and innovative early-stage researchers equipped with skills to assess and understand the real-life risk of complex mixtures of EDs and trained to convert resulting knowledge and ideas into accessible tools and services for the long-term control of potential ED risk is urgently needed. The PROTECTED Innovative Training Network [ITN] proposes a holistic approach by providing 15 individual, personalised research projects with exposure to scientific, innovative and entrepreneurial training mobility across the ITN. The intersectorial network is comprised of 12 training sites at academia, research centres, a bioassay technology SME, a QSAR technology SME, water provider, and animal feed supplier. Together they cover multiple disciplines including analytical science of food, feed, and environment, epidemiology, risk assessment, social science and toxicology. This combined expertise enables a highly focused program for developing novel tools and concepts and training for the detection, analysis and improved risk assessment of EDs, especially mixture effects. Methodology will include emerging technologies; multiplexed analysis, mixture modelling, mechanistic and exposure studies, explants and cell or whole organism bioassays. The project will provide a unique and high level of training for a new generation of specialists with transferable skills and enhanced career perspectives. These specialists will ultimately aid the efficient development of future control strategies for improved health.

All the information is available in the Google Drive link: https://drive.google.com/drive/folders/1I2AM05Y2KILLPpS-Eokdx7sL8dMy8Dcn?usp=sharingSOLIDARIS project has successfully achieved to promote the access and inclusion of different vulnerable groups in Latin American HEIs. Its main objectives have been: -Modernising and improving the services provided by Latin American HEIs to support social and educational inclusion. -Providing the different university stakeholders (Academic and non-academic staff, Governmental bodies, etc.) with the requested tools for students’ upskilling to favour their inclusion in a university context.The consortium was composed of 11 institutions from Argentina, Brazil, Chile, Italy, Portugal, Germany, and Spain. All partners were committed to guarantee an everlasting cooperation that has been particularly ensured by the official creation of the SOLIDARIS Network, and the arrangement of multiple bilateral cooperation agreements at governance, research and academic level. The project has been led by University of Seville, technically coordinated by its Department of Social Pedagogy. The main project outcomes of the project were:-Definition of a common framework of 6 key competences for educational, social and labour inclusion of students. -State of play of each involved university with regards the accomplishment of measures to guarantee the acquisition of the abovementioned key competences for inclusion. -Development and testing of a self-assessment tool of students’ competences.-Design of a training pathway to support those students -Development of an online platform to ensure the sustainability and transferability of the training developed. -Creation of the Trainers’ guideline to deliver the training (Available also online). -Training for teaching and non-teaching staff involved on students’ inclusion processes.- Establishment of permanent offices in LA HEIs to give support to all University community to enhance inclusion. -Creation of an international network about social inclusion in a university context that will facilitate a space for debate, reflexion and development of common proposals. -International Publication about Inclusive Universities with contributions from all partners’ HEIs. -Modernisation of some University equipment addressed to the Community Support Offices. Even though the COVID 19 pandemic was an obstacle to finalise some activities, organizing face to face events and allowing partners to travel, it was also an opportunity to reach other results, such as: -Reaching a bigger and more international audience through the organization of virtual training and dissemination activities. -Reinforcing the online platform (WEBQUEST) and the interaction among trainees. -Raising awareness of the importance of digitalisation as other key aspect to guarantee a full inclusion at university. -Creation of an International online Congress about Inclusive Universities (CIUIS).