<< Background >>IoT Rapid-ProtoLabs was a European transnational project brought HEIs and businesses together to accelerate IoT product development. The project created and implemented a multidisciplinary (ICT, Design and Industrial Engineering) curriculum guidelines, which focused on real problem-based activities. Student teams, teachers (coaches), and practitioners jointly developed solutions to challenging IoT applications, added value for enterprises, and increased the employability prospects for students.<< Objectives >>1. IoT Rapid-Prototyping Project-based Learning (IoTLabs) course curriculum2. Piloting the curriculum in order to validate the curriculum/Arena 3. Arena (portal) that supports project processes and knowledge transfer4. Disseminate findings and transfer knowledge to a wider EU audience 5. Design-in viability and scalability of IoTLabs (sustainability)<< Implementation >>During the project's 3 pilot phases, multidisciplinary student teams (from three European countries) collaborated on rapid-prototyping of IoT products/services. The Project Arena platform shared knowledge between HE, companies and other stakeholders. In each IoT Proto-Lab pilot a student-centred team rapidly set-up, trialed and tested an innovative IoT solution for their clients. Throughout the project, student teams were supported by faculty, business partners and client company staff.<< Results >>‘The IoT Curriculum Guidelines - How to design an interdisciplinary IoT curriculum'. The guidelines areto be used for any IoT course if it involves an interdisciplinary design (design, data and device) and/or international collaboration. 18 pilot projects to create and validate the Guidelines for IoT Curriculum. Students' skills and knowledge in interdisciplinary IoT product development. New or improved IoT courses. Over 60 dissemination activities + Arena. Networks with academia and business.

"The SMART (Science and Mathematics Advanced Research for good Teaching) Project was proposed by the ""Carlo Anti"" School Institution in cooperation with an international partnership composed of other vocational schools, some universities and representatives of the world of work.The reached outcomes of the project are:- to improve the professional competences and to support innovation in the teachers' training system - to provide tools and methodologies to facilitate the acquisition of STEM (Science, Technology, Engineering, Mathematics) skills - to improve mathematical competence and basic competences in science by introducing advanced technological tools in the teaching of mathematics and science to support learning;- to develop the skills which can be used in order to increase opportunities for learning mobility, through strengthened cooperation between the world of education and training and the world of work. This project is innovative because it inserts the ICT skills in Mathematics and promotes the Project & Problem-based Learning Methodology in Science. In particular, it adopts ACE in learning Mathematics and Testing & Assessment systems ideal for STEM education. In order to facilitate the learning of Science, the practice of laboratory was promoted, seen as a place especially equipped with materials and tools, but above all as a place where you can experiment with new ways of working to stimulate curiosity and wonder, to encourage experimentation and planning skills, critical thinking and the scientific method to integrate disciplinary knowledge. For this reason, two open online courses, in Mathematics and Science, have been implemented with the related teaching materials.The partnership, made up of schools, universities and worker associations, have planned and produced training materials suitable to the training needs detected within the partner countries and carried out an experimentation in the partner schools in order to check their effectiveness.The universities involved in the SMART Project contributed to its implementation as follows: Chalmers University of Technology (Sweden) and the University of Turin (Italy) worked in particular on Mathematics and ACE with the implementation of e-learning platforms with the Suite Maple software, social learning environments and web conference systems; the University of Roma Tre (Italy), the Accademia delle Scienze (Italy) and TU Delft University (Netherlands) operated on Science and created new teaching resources by elaborating a common format for the teaching of Science with the promotion of laboratory education.Confindustria took part in the project from 01/09/2014 to 25/06/2015 and contributed indicating the needs of the world of work to get human resources prepared to face the job market with a “problem solving” approach, supported by skills and abilities in the use of information technology to improve the entrepreneurial competences. Risorse in Crescita substituted Confindustria from 26/06/2015 and contributed to the interim and final evaluation of both project processes and products, validating the project results. The partner schools (the Carlo Anti School, the Hungarian Radnoti School and the German St. Thomas Gymnasium) have been a first reference sample for the testing of the new practices and the outcomes of the SMART project in view of the targets set by the Europe 2020 Program for smart, sustainable and inclusive growth. The teachers of the partner schools took part in online training actions on the use of ACE proposed by the partnership (Maple Suite). The project has put in place three types of evaluation: the internal evaluation, the external evaluation through a committee made up of stakeholders, named Red Team, and the evaluation of the results of the module experimentation within the partner schools. The documents referred to the results of these three evaluations constitute a significant product of the SMART project, which has also allowed operating some corrective measures to what had been programmed in the project planning phase.The meetings took place both in presence (six meetings in two years’ work) and through webinars. The results expected during the project and reached on its completion were:- exchange of good practices- increase of the professional competences of teachers and consequently an improvement of the students' competences - production of open online innovative teaching modules for secondary school teachers in the PP&S methodology and in the laboratorial methodology, in Mathematics and in Science. - a web international portal for the access to a collaborative platform in order to share tools, best practices and results.In order to allow a proper spread of the project products, two Multiplier Events have been carried out, in Verona, during the Job&Orienta Fair in 2015, and in Turin, within the Bookfair Salone del Libro in 2016."

Big data has become crucial for the success of organizations in every sector. Governmental, cultural, medical, and business organizations use newly available data and analytical tools to understand and to deal with challenges. In the field of occupational psychology, methods for recruitment and selection by means of algorithms and artificial intelligence are being developed. The entrance of algorithms in the area of recruitment and selection urges professionals in the field to fundamentally rethink the role of assessing ‘classical knowledge’, traits and skills typically used for this process. In addition, the role of the assessor, the psychologist, the consultant, or, stated more generally, the human expert, needs to be redefined in all phases of the recruitment and selection procedure. Psychologists have to explore the ways in which the development of a more data-driven society should be integrated in their education to make sure that students and professionals possess the right skills and knowledge: knowledge and skills in data and ICT requirements, in addition to ‘classic’ knowledge and skills, are becoming more and more valuable. Graduates need new adaptive knowledge and skills in order to be fully prepared for the rapidly changing field of occupational psychology. Therefore students need to have: • Data skills: have an understanding of the vast developments in data and computer science and their relevance to psychological knowledge and skills in recruitment and selection issues, which is accompanied by a critical attitude towards the possibilities and limitations of computer and data science; • Interpretational skills: have to be able to interpret findings from big data and computer science research in terms of their relevance to the area of recruitment and selection. This combination of data skills and interpretational skills relating big data to the recruitment and selection domain completely lacks in the existing master programmes in the field of occupational psychology. Therefore this project aims to incorporate data science in the master programs by developing and implementing state-of-the-art education through the development of a set of different modules on the integration of data science in the field of occupational psychology. The main objectives of this Strategic Partnership on Big Data in Psychological Assessment are: 1. To start up and intensify the network of organizations with valuable knowledge and expertise in the field of occupational psychology and data science; 2. To encourage the contribution of non-academic stakeholders to education; 3. To develop international state-of-the art master modules, addressing current educational and labour-market needs. Students (at Saarland University and Erasmus University Rotterdam) will gain understanding in the vast developments of the use of big data in psychological assessment, based on a well-informed and critical attitude towards the possibilities and limitations of computer and data science. They will acquire in-depth knowledge on big data and will learn basic skills in data analysis and in collecting big data information (social networking sites etc.) from the internet. Students at TU Delft will learn that the underlying assumptions of big data have to be valid and non-discriminatory seen from an applicants’ and psychological perspective. To this means, students will learn about the basic concepts of recruitment and personnel selection. Students will also learn to incorporate this knowledge when building algorithms. To guarantee a high-quality and impact/cost effective project, the partners have set up an adaptive monitoring and evaluation model, which builds on the Partnership Effectiveness Model (PEM). PEM is a monitoring and evaluation approach, developed by EUR that helps practitioners to get access to relevant knowledge on partnerships. It is composed by two dimensions: descriptive and analytical. The activities and contribution of EPSO, as Associated Partner, are not funded by this project. This means that this Strategic Partnership offers real value for money as the contribution of EPSO has not to be paid out of the budget. This project contributes to a long term and systemic transformation of higher education and of business. The project's aim is to build synergies between theory and practice, between data science and psychology and between business and universities. This project will educate a new generation of psychologists and data scientists with a different, more balanced mind-set linking the business operations to the universities. Being aware of these interdependencies will benefit partners, associated partners and stakeholders in a variety of ways and will have impact on a local, regional, national, EU and global level.

Crisis caused by COVID-19 pandemic highlighted many old problems of HE that worsened the influence of the pandemic on higher education. In many higher education institutions (HEIs) the move to distance learning has been an opportunity to expand flexible learning approaches. Digital solutions need relevant content, adequate instructional models, effective teaching practices, and a supportive learning environment. Therefore it is necessary to co-create, implement and share innovative pedagogies and aligned assessment for relevant and inclusive digital education in order to deal with the COVID-19 induced and similar crises and to support meaningful digital transformation of HEIs on the EU level. It is the overall objective of RAPIDE project. Needs analysis shows that students from partner institutions were satisfied with the level of their teachers used IT tools during online classes but also call for innovative open pedagogies suitably implemented in an online environment as well as for more communication and interaction, support for student, relevant learning close to demand of their future profession and needs. At the same time, there is a scepticism onthe level of HEI decision makers and educational leaders about valuability of innovative pedagogies. Specific objectives of the project are:SO1: to implement and evaluate innovative and inclusive pedagogies that support student engagement, practical skills development and deep approach to learning in an online environment by digitally and pedagogically competent and confident teachers SO2: to support teachers to use relevant and inclusive assessment methods related to innovative pedagogies SO3: to support students and teachers in the meaningful implementation of innovative pedagogies in an online environment by means of ethical use of learning analytics with special attention given to students at risk SO4: to bust capacity of HEIs for monitoring and evaluating the implementation of innovative pedagogies in online, blended and distant learning and to perform impact analysis of innovative pedagogies on their digital transformation goals. Based on that will be produced the following intellectual outputs:O1. Open educational resources and e-course for flipped classroom and work-based learning for use in an online environmentO2. Toolkit for assessment of students in flipped classroom and work based learningO3. Learning analytics for flipped classroom and work based learning O4. Code of practice for HEIs on impact analysis of innovative pedagogies.Innovation capacity is in co-creating the process of designing pedagogical approaches and tools to support teachers in implementation and students in deep approaches to learning in an online environment. Let us use the opportunity to upgrade online teaching and learning as well as to transfer that knowledge and experience in a blended learning environment and f2f teaching and learning.RAPIDE partnership consists of five respectable HEIs from four countries. University of Zagreb as coordinator (Faculty of organization and informatics and School of Medicine) and University of Rijeka (HR), The Open University (UK), Delft University of Technology (NL) and Goethe University (GE).The project has two primary target groups: teachers and decision makers. Ultimate beneficiaries are students. At first, project activities are focused on rising capacities of project partners and then to disseminate and share to wider HEI community in EU and beyond. There will be benefits for the partner institutions because their teachers will participate in train the trainer activities for innovative pedagogies for online learning environment, especially flipped classroom (FC) and work based learning (WBL), assessment methods aligned with them such as peer assessment and student project assessment, use of learning analytics to support students at risks. Trainers will perform workshops for their peers at their home HEIs.Further, the RAPIDE project will produce recommendations for HEIs how to link innovative pedagogies with their strategic goals and measure their impact related especially to the institution's digital transformation plan. This objective will in the first phase engage decision makers and educational leaders within partner institutions and in the second beyond project partners. To support training open educational resources will be produced and a self paced e-learning course will be designed. All materials, supporting tools for students dashboard and peer assessment as well as best practice examples will be open for educators in EU and globally to use and adapt for their own needs and purposes. Innovative open pedagogies and their strategic alignment to HEIs strategic goal,especially those from digital transformation plan, will bust capacities of HEI to counter challenges caused by COVID-19 pandemic and similar crises as well as to prepare HEIs to meet their mission and vision in modern society and economy.

<< Objectives >>Education on glass as a building material in civil engineering and architecture lags behind the current trends in industry. This Open GLASSroom project will address the need for high-quality digital educational materials and provide a base for the creation of a common future-oriented glass curriculum to be shared within the European higher education context. The partners will form a community that becomes the leading authority on glass education and sets a high standard for expertise on glass.<< Implementation >>We will harvest existing high-quality educational materials on glass design & engineering, digitalise and share them as Open Educational Resources (OER) on an open-access online platform - Open GLASSroom. We will address fundamental and emerging topics in research and innovation, including sustainability of glass in construction. The project outputs will be shared beyond the project consortium, stimulating active participation of students, lecturers, researchers and practitioners.<< Results >>By developing a common future-oriented glass curriculum based on contributions from a diverse international community of glass experts, this Erasmus project will contribute to consolidation of knowledge and create synergies between students, educators, researchers and practitioners across Europe. This will have a positive impact on glass education at European technical universities and consequently on the building industry and the application of glass as a sustainable building material.