"Traditional teaching methodologies mostly the lecture style teaching, with power point presentation are being used widely; but have been found ineffective and boring both for the students and teachers. Besides, students are in the state of passive learning, their critical thinking, problem solving and entrepreneurship skills do not improve with this traditional teaching/learning activity. Those adverse outcomes may cause serious consequences especially in health sciences and dental education when teaching goals could not be reached just by providing theoretical knowledge to the students. Research and dental literature grow tremendously day by day, introducing new technologies, methods, materials that require proper hand skills to be applied. However, by traditional teaching teachers could only have the chance to show those techniques, methods and their applications to students by power point presentation that is not acceptable anymore. Students have to possess problem solving and critical thinking skills to select the most appropriate information for the sake of their patients. However, we encounter problems with our students, when they start clinics to treat patients. We observe that most of the students do not rely upon their skills and knowledge, unconfident, could not recognize and select appropriate equipment to be used. Those outcomes inevitably are not related solely with the students but also with teachers/trainers as well. Time has come, even passed to change our teaching methods and adapt innovative teaching methods integrated with information communication technology (ICT) . When searched in the literature and read the policy documents both on higher education and dental education we came up with the idea of preparing this proposal aiming to bring innovation in teaching/training by inclusion of the ICT use, to implement a new pedagogical models enabling students to take the responsibility of their active learning. In this project we developed “Flipped Classroom Model” (FCM) teaching/training course for teachers/trainers in dental education by exchange of knowledge, experience and good practices. The reason of choosing Flipped Classroom Method is because flipping the class reverses the traditional class setup: students acquire basic content outside of class mostly through videos produced and posted by teachers and then work together on application oriented activities, to improve their hand skills, discuss on the topic for a better and deep understanding. The objectives of this project are to introduce this innovative teaching/training model to dental teachers/trainers, empower the target group to integrate ICT tools into teaching and training and empower students’ (indirect target group) active learning, critical thinking skills, problem solving skills, communication skills by implementing FCM in teaching/training.To reach this objective, 5 universities from Turkey, Belgium, Italy, France and Denmark with key persons all experienced in dental education produced ""course syllabus and learning outcomes"", ""a teacher's guide to flipping the classroom"" and ""videos on flipping the classroom"". Results were disseminated throughout the project life time, partners prepared their courses by FCM and implemented to their own courses. The results will be promoted even after ending of the project."

Mange velfærdprofessionelle giver udtryk for, at de indimellem bliver grebet af afmagt, fordi de ikke forstår borgeren, de skal hjælpe. Dette fordi borgerens tanker, adfærd eller holdninger i situationen overrasker, overvælder eller forundrer i en grad der gør, at den professionelle giver op. Forskningsprojektet handler derfor om at udvikle forskellige former for viden og forståelse, som kan være hjælpsomt ift. at få nye handlemuligheder, når vi ikke forstår borgeren i situationen eller på længere sigt. I projektet undersøger jeg om de videnformer vi anvender i dag, er tilstrækkelige i dette arbejde, eller om vi skal åbne op for andre videnformer, når vi ikke forstår borgen eller situationen. Når vi i disse situationer kun kan forstå, at vi ikke kan forstå borgeren (vi har en sikker ikke-viden), giver denne begrænsning os dog en mulighed for at udvikle et nyt sprog for, hvad der sker i disse situationer og nye veje at gå nye veje sammen med borgeren. Projektet handler derfor om at udvikle forskellige teorier og metoder, der kan hjælpe de professionelle med ikke at give op, så de i stedet hjælper borgeren på helt nye måder. På baggrund af anekdoter om de professionelles afmagt i disse situationer udvikles en etisk refleksionsmodel, som kan være brugbar i den professionelles arbejde. Dette da de ikke må eller kan give op, og fordi borgeren må ses som én der har potentialer til at indgå i samfundet på den ene eller anden måde med den rette hjælp.

The project “Diversity in career counselling” focuses on exchange of good practices and implementing innovations in the field of training and education of career counsellors. This will be achieved via a newly established partnership between four different institutions from three European countries (Czech Republic, UK and Denmark), each of them having a different background and expertise in career counselling. The aim of the project is to:• Bring innovative and transferable methods as well as different perspectives into the training of career counsellors. • Exchange practical as well as theoretical experience on counselling methods which address specific diversity issues such as age, gender, religion, ethnic origin, language and disability.• Compare different qualification requirements on career counsellors in the three countries and its implementation within different educational systems and find a common qualification model applicable on the European level.• Create a handbook for career counsellors applicable in all European countries which will bring a practical insight into the profession of a career counsellor in Europe in 21st century. • Develop a stable cooperation in order to exchange trainers from partner organisations in future projects and to bring inspiration and different know-how to our clients across Europe.The partners are:• European Contact Group (EKS): training and counselling organisation providing career guidance of disadvantaged groups and training of career counsellors. EKS is the coordinator of the project. • The University of Derby (UK)• VIA University College (Denmark)• Justice Prince (UK) is a community centre based in Newcastle, focussed on grass root training and development in deprived areas in the North East of England.The project starts on the 1st of September 2015 and finishes on the 1st of September 2017. Following activities will be carried out within its two years’ course: • 5 transnational meetings (2x Prague, Aarhus, Derby and Newcastle) which will last from 3 to 5 days. Their program will consist of a mixture of local visits and exposures, sharing of methods of work, preparation of intellectual output and expert discussions. Each partner will send 2 participants to 4 meetings and 1 to the 5th final meeting. • Producing a handbook for carrier counsellors. It will be based on practical experiences of professionals from four partner organisations, semi structured interviews with career counsellors from partner organisations, tips for effective career counselling methods etc. • A dissemination seminar. It will take place in Prague and its aim is to introduce the handbook and also to offer a small international pilot training (using the pool of trainers within the partnership) for stakeholders in CZ. The key outcome of the project is the above mentioned handbook for career counsellors. It will be published in electronic version in English and further on translated into Czech and printed in 500 copies. The Czech partner will use it as a tool to promote carrier counselling as an effective and important service among the other counselling services in CZ. Other project outcomes are linked to modifications of working methods of each partners inspired by the project (e.g. integration of new elements into the training syllabuses, enlargement of the range of courses for career counsellors, sharing of new know-how with colleagues, new approaches in counselling etc. ). Dissemination and evaluation Dissemination of the project results will be carried out according to the dissemination plan by all the partner organisations. The key event will be the seminar in Prague in June 2017, which will introduce the handbook. Additional promotion activities will be press releases, articles, web/Facebook news, presentations in the expert or public events etc. Evaluation will have three levels – self- evaluation of the individual progress, group evaluation in meetings and final evaluation in the end of the project. The sustainability of the project results will be guaranteed by handbook dissemination, implication of new know-how into the daily work of partners and follow up planning.

Context and background for the projectThis project addresses the needs to develop and take on new approaches to teaching and learning and to use new technologies to support and facilitate this. In particular, the project deals with wellknown issues related to science teaching and learning and furthermore with teaching towards the 21st-century skills in schools. The science subjects pose problems or obstacles for a large number of students in European schools. School science subjects are considered “hard” and require high levels of abstraction. As a result, there has been a decline in young Europeans’ interest in the science subjects both during their education and as career opportunities. Inquiry-oriented approaches are recommended to make the learning of science more like the practice of science. This project addresses the above concerns by contributing to developing and implementing innovative science education in order to enhance the quality of science teaching/learning and student attitudes and motivation. The basic rationale of this project is that science education can be strengthened through the use of Argumented Reality (AR) (Shirazi & Behzadan 2013), because AR makes possible active, collaborative learning as well as interaction with and visualization of central science knowledge. Furthermore, it is believed that the technology has matured sufficiently to introduce it into school contexts and involve teachers in designing and producing AR-materials.The objectives of AR-Sci is to:A) Contribute to developing and implementing innovative science education in order to enhance the quality of science teaching and learningB) Strengthen students' motivation for and attitude towards science educationC) Develop a student-centered approach to science education, facilitating inquiry-based teaching, collaboration and active learning.D) Strengthen technology-enhanced teaching and learning in ways that make sense to students and teachersThe project aims to produce materials to facilitate student learning and engagement and also build models for how teachers can use the technology and involve their studentsAR-sci has the overall objective of furthering innovative teaching and learning with augmented reality-technologies. AR-sci aims at describing a supplementary, new and innovative approach through a design guideline for science teachers and others interested in the field. Number and profile of participating organisationsThe consortium consists of 6 partners from higher education, IT and education, and the school sector respectively.VIA University College is Denmark’s largest provider of teacher education with close ties to university research environments nationally and internationally. Oslo and Akershus University College of Applied Sciences, Hioa, is the largest state university college in Norway. Hioa has renowned competences in digital literacy and ICT-suported learning.Jisc, Manchester University, UK, is a not-for-profit organisation for digital services and solutions for the UK higher, further education and skills sector.Galicia Supercomputing Centre (CESGA), Spain, is a public non-profit technological centre, offering advanced IT-services to the scientific community in Galicia.Skolen I Midten (SIM), lower secondary school, Denmark.CPI O Cruce, K-12 school, Spain.The main activities in the project are:1.Developing and testing an innovative approach to science teaching2.Designing and producing a series of AR-based teaching materials3.Testing and evaluating the materials and teaching approach together with teachers and students in schools (in a series of pilots)4.Sharing ideas, models, experiences, materials etc. with teachers, lecturers and researchers in webinars, workshops, conference presentations, and scientific articles5.Describing and sharing the pedagogical model, the teaching and learning materials, a guide for science teachers in a free online resourceResults and impact attainedAR-sci has developed a student-centered approach facilitating an inquiry-oriented teaching, collaboration and active learning, and a visualization of the often hidden processes that are central to understanding science. Based on evaluation of the pilots in schools we found that students considered the use of AR activities to be motivating, to give clarification on complex concepts, and to bring further attention to STEM topics. In terms of developing a studenter centred teaching approach, 76 % of the students stated that they had learnt from their fellows, and 60 % stated that they had noticed a different role from their teacher. At the end of the 3rd round of pilots, 75 % of the students involved stated that their interest in STEM subjects had increased.Through collaboration with schools, teachers, students, teacher educators, researchers and developers of educational technology, the project has communicated its results and raised awareness of the potential of AR in education.

RESIST will strengthen the resilience and accelerate the transformation and increase adaptive capacity of 12 climate-vulnerable EU regions, implementing 4 large-scale demonstrators of resilient innovations for Climate Change Adaptation (CCA) with quintuple-helix partnerships (including 1 in a less developed region) and promote transfer of know-how and innovative solutions to 8 twin regions (of which 4 less developed regions) through both physical mutual-learning activities and innovative immersive digital twins. The consortium will engage EU associations, CCA research groups, scientific experts, social engagement and communication institutions, innovation agencies and 1 Venture Capital Fund to co-create and validate innovative solutions, raise awareness, leverage citizens participation and promote sustainable exploitation of results towards the markets. RESIST will contribute to the EU agenda on CCA, through intervention in 3 main areas: Promote and demonstrate an innovative, more participative approach to resilience and CC adaptation in 4 demonstrator and 8 twinning regions (including 5 less developed regions in total) demonstrating >12 new solution lines, accelerating regional resilience and helping reach the adaptation-mission objectives of ‘building resilience and upscaling solutions through 100 demonstrators and accelerating the transition in 200 pilot regions and communities by 2030’ reaching already 4% and 6% of these aims by 2027, with 4 demonstrators and involvement of 12 regions Co-design and contribute to the development of new regional measures, policy instruments and social and technological solutions in 12 regions involving 22m citizens, increasing awareness/resilience by 10% and levels of green investments by 20%, reducing economic losses due to natural hazards such as floods by 14% and climate protection gap by 50%; Reduce time-to-market/risk for >100 new CCA Solutions from providers across Europe, offering them scale-up for their products.