The COVID19 emergengy and the consequent adoption of online school sessions forced to a sudden acceleration of the use of digital tools in the school system. This phenomenon on one hand led to the adoption of alternative and more flexible ways of teaching and learning; on the other hand it highlighted the lack of innovative teaching approaches able to stimulate autonomy, motivation and involvement of the students. (Commission (SWD 2020, 209).Literature shows that quality and inclusive digital education requires time, skills and adequate resources for planning. GA.M.EL.EARN, starting from the analysis of needs examined by the partnership, aims to: 1) support the transition from “remote emergency education” (OECD, 2020; Hodges C. et al., 2020) to a systematic process of integrated digital didactic paths based on the game-learning pedagogical approach, very effective for increasing students' motivation in digital environments; 2) reduce the gap in classroom dynamics and in the interaction between distance and face-to-face learning; 3) improve school results by reducing anxiety and difficulties especially in subjects such as mathematics, science, mother and foreign language (Coleman Money 2020; Wang et al. 2018; Yusny, 2013).From a survey carried out among the partners, the following problems emerged:1-Difficulty in designing courses by using the pedagogical approach of game-based learning.2-Difficulty in conceiving digital game-based learning paths.The project target group is made up of second and third year teachers of upper secondary schools . The main beneficiaries are students.The general objective of the project is to increase motivation and participation of students through game-based, effective and quality digital teaching courses.The specific objectives are:1) improved effectiveness in designing learning paths based on game-based pedagogy;2) raised the quality of learning paths for an integrated digital teaching, where three intervening components effectively interact: (A) game-based pedagogy, game-based learning (B) digital (online synchronous / asynchronous) and (C) integrated (online and in person) 3) maximize the potential of integrated game-based digital learning in European schools. Schools that are called to effectively answer both to new learning styles of generation Z (dynamics and processes of the game and the digital environment) and to a progressive and massive integration of digital and face to face teaching.GAMELEARN will develop two intellectual outputs strongly practical oriented:IO1: a professional course in MOOC mode that provides teachers with the basics on how digital game-based teaching can be adopted in integrated digital teaching processes. Teachers can learn how to teach through the digital game-based approach.IO2: a curriculum aimed at students for the learning areas with unsatisfactory results in the OECD PISA survey: science, mathematics, mother language and foreign language. The curriculum is also equipped with some practical tools that guide teachers in its implementation. The IO will allow teachers to integrate, in a pedagogically effective way, digital game based learning resources that increase the level of attention and motivation of students to learn, by creating the conditions for improving school performance.It is also expected a learning activity aimed at teachers who will implement IO2.The project aims to produce positive impacts at local, national and European level, to a wide range of players; the main ones are:- Teachers (target group)- Students (beneficiaries)- Families / Parents- School leaders- Participating schools (project partners)- Staff of the school innovators and of the game-based innovator (project partners)- Stahekolders- Other schools.The project has different elements of innovation:● IT TAKES THE PERSPECTIVE OF THE DIGITAL GAME-BASED (DGB) TEACHER, by innovating his approach to teaching.● STUDENT LEARNING: games stimulate and increase the willing to learn.● TEACHER-STUDENT RELATIONSHIP: it is radically innovated; it becomes dialogic and definitively overcomes the traditional approach.The GAMELEARN project is perfectly aligned with the Digital Action Plan 2021-2027 (COM 2018, 12), revised and updated after COVID 19 (COM 2020, 624).

Population ageing is a trend which began decades ago in Europe and is to be considered a long-term process. As a consequence to these demographic changes, the EU Member States are facing an increasing demand for long-term-care in homes for dependent seniors. Hence, the demand for qualified, skilled professional carers and volunteers increases, while the labour market is tight. Education and continuous training is needed to keep up with new technologies and healthcare requirements aimed to guarantee the quality of life for the residents of care homes, taking into account the needs of their families, too. The latter often lack the knowledge of how services have to be provided to meet the special needs of dependent old persons. Collaboration and mutual understanding with the care givers is not easy. Resulting from limited resources, care homes have to draw upon a workforce with lower educational level and/or limited language proficiency (immigrants). Also volunteers have often no specific qualification. The aim of the project is to provide a training measure that• Promotes high quality standards in the care for the elder through mutual understanding, team work, knowledge sharing among co-workers, volunteers and families;• Takes scarcity of resources into consideration and is therefore provided directly by the organisations: when, where and what is needed;• Makes learning easy and complex content (quality standards in care for dependent seniors) accessible to people with a lower education level and limited language proficiency as well as to target groups with no professional background (volunteers and relatives of the seniors); • Is innovative: a game-based learning approach is chosen focusing on the contributions made by different partners with mutual benefits through sharing best practices in contents and procedures across borders.In order to achieve these objectives, organisations from Germany, Italy, Lithuania and the Netherlands will cooperate in different roles and functions. In a first step a research will be conducted that results in a compendium on standards for the quality of life of care home residents. It will reflect the state-of-the-art in theory and practice on three dimensions: 1) autonomy, 2) participation, 3) human dignity. It will include corresponding themes, criteria and indicators for the quality of life of care home residents to be conveyed in an innovative learning approach. Game-based learning is is a means apt to convey knowledge and skills in a relaxed and joyful atmosphere. An educational framework and a learning board game will be created including card decks with easy to grasp questions on the standards mentioned above. Playing the board game is a real “get together” of the different stakeholders. Getting to know each other, playing and building relationships will increase their knowledge, improve communication, mutual understanding and cooperation. Guidelines will be provided with all necessary information about how to set up, to run, to play and even tailor the game to specific needs. The first version in English will be transferred in the beta-version of an e-learning platform and be assessed during a Joint Staff Training. After the revision of the English version the tools will be translated into the partner languages. Then a trial phase with at least eight care homes, two in each country, will be performed. Based on the feedback of the stakeholders involved, after the trial phase will result the alpha-version of the e-learning platform, and all tools in English and all partner languages. A variety of dissemination measures will accompany this process. All tools will be available for the interested public online in a print version free of charge. Professional associations, voluntary associations, lobby groups and governmental organisations, decision makers and stakeholders on local, regional, national and European level, and the public will be informed about the project, its aims and outcomes. The project results will sum up in providing, free of charge, an appealing low cost game-based learning tool to care homes, staff members, volunteers, committed relatives of care home residents and the interested public.The desired impact of the activities during the lifetime of the project and beyond, is to offer a viable and easy to use tool that attracts and enables an increased number of people to make a qualified contribution to the quality of life of dependent seniors in care homes. It also aims at making an impact on the perspective of professional carers, from being necessary but not highly esteemed, towards a status that reflects their manifold skills and the significant contribution they make to an ageing society. Increased awareness and knowledge about what quality of life means on a concrete and applicable level is helpful to everybody - no matter what age, no matter in which country.

<< Background >>Because of the Covid-19 pandemic, even companies that used to be “digitally lazy” will now have to step up their digital capacity: Video conferencing, document sharing, cloud solutions, information security, etc. The result will be a steep learning curve. Leaders who have shied away from allowing people to work from home will notice that some are getting more productive if they can work in their own environments. All of this could lead to a shift in mindset and pave the way for massive digitalization efforts in the years ahead. This effort needs to be carried out transnationally, In the spirit and the values on which EU is funded. Partners thus recognize the fast-growing importance of workplace innovation and is inspired of some primary initiatives such as:- ACTEUR: a policy advisory group with the aim to bring together representatives from national initiatives and programs with the purpose to promote workplace innovation;- European Work & Technology Consortium: a consortium of 16 policy and research organizations with the objective to develop a “Medium Term Plan for Collaborative Action for the Modernization of Work Organization”;- Commission’s Green Paper “Partnership for a new organization of work”;- the establishment of the “Work-In-Net” consortium and the Employee-Driven Innovation (EDI) Network;- Lisbon Growth and Jobs Strategy.Moreover, from 2013 and with the establishment of the European Workplace Innovation Network (EUWIN), the European Commission is actively promoting the development of workplace innovation in Europe (Dhondt, 2014), aiming to strongly support this priority, exchange relevant good practices and develop an alliance of relevant stakeholders (companies, public bodies & policy makers and knowledge institutes).Workplace innovation is a co-creative process of change and innovation, involving all relevant parties and stakeholders in the procedure and combining leadership with the practical knowledge of the “frontline” employees. According to DG GROW, workplace innovation enhances motivation and improves working conditions for employees, which, finally, leads to improved productivity, innovation tendency and capability, market resilience and overall business competitiveness. SMEs play the most significant role in adapting and promoting workplace innovation tools and methodologies, identifying that innovation comes from people and from shared knowledge and resources. Therefore, the challenge of supporting and promoting workplace innovation “transforms” into a more specific and concrete challenge: support business owners and managers to develop their competencies and use them in their human resources management.<< Objectives >>WIN project will directly address the needs and challenges that companies, SMEs and organizations face in their efforts to manage and promote workplace innovation by introducing the professional profile of the Workplace Innovation Manager. WIN project visualizes the role of the Workplace Innovation Manager as an internal knowledge hub that will be able to spread concepts on ideas management, design thinking and innovation capabilities throughout the organization. The main objective of WIN project is to directly support the primary target group to achieve workplace innovation: SMEs & organizations, by introducing and developing the job profile of the Workplace Innovation Manager by developing the relevant competency framework along with a specialized curriculum and training material. Moreover, WIN project aims to achieve some more specific objectives such as:- Encourage a proactive approach and highlight the major role managers can play in managing and promoting workplace innovation within their organizations;- Upgrade the skills and competences of managers and employees of European SMEs, enabling them to successfully and effectively promote workplace innovation;- Provide a holistic framework regarding the new professional profile of the Workplace Innovation Manager at a European level.<< Implementation >>Based on the vast experience of the partnership in the management and implementation of European project, WIN project will adopt a 3-phase methodology: Phase 1 – ResearchPhase 2 – Piloting and evaluationPhase 3 – ExploitationRESEARCHWithin the initial phase of the project, partners will compile a synthesis report of existing literature on the topic of workplace innovation along with a collection of case studies of SMEs that already apply tools and relevant methodologies for managing and promoting workplace innovation. This phase will also consider which indicators need to be collected, monitored and evaluated in order to calculate the business case/economic evaluation. At the same time, along with the literature review, partners will conduct a field research based on a structured questionnaire aiming to collect data directly from the project’s primary target group: SMEs, employers and employees. Following the implementation of both the literature review and the experimental research, partners will compile all findings and develop the relevant national reports, based on a template that will be provided by the IO’s leading partner (ITALCAM). Finally, the national reports will be included in the overall synthesis report called “Analysis of the State of the Art on Workplace Innovation” which will contribute as a framework for the development of the Workplace Innovation Manager professional profile & training curriculum (PR2) and of the Toolkit and training course (PR3).PILOTING & EVALUATIONAfter having developed the aforementioned outputs, partners will move on with their pilot implementation. This phase refers to the application and experimentation of the developed training course into the partners countries. Firstly, project partners will identify the key staff resources to be trained. The pool of SMEs that already participated in the field research will be exploited for this purpose. At the same time, the possibility of participating in the pilot testing is also open to other interested SMEs.A minimum of 3 pilot SMEs per country will be chosen for the implementation of the piloting activities. From each pilot SME, at least 3 key staff members are foreseen to participate in the pilot training activities. Project partners will carefully consider the structure and organization of each SME they plan to involve before selecting the staff members that need training: the ideal number of 3 persons per company will be respected if larger organizations are addressed, while in case of smaller companies (where staff is already limited and responsibilities are less clearly divided) the number of involved persons may change. The participants of the pilot testing will be HRM, managers, supervisors and/or employees on an operational level with management responsibilities and/or operations of enterprises from different economic sectors.The piloting activities will include:1) introductive face-to-face (or via webinar) lesson (to introduce the course);2) online training activities;3) Self-driven learning on the job (exercises and instructions being provided on the e-learning platform).DISSEMINATION & EXPLOITATIONAt the end of the research and before the piloting phase, a certification model to evaluate Workplace Innovation Manager’s skills will be developed and dissemination and exploitation activities will be conducted in order to promote its wide recognition at European level. A proper database of questions will be used for the generated profile data of participants as well as participants can apply for an exam, to certify their skills and knowledge. This certification is making visible what parts were passed and where participants have failed, according to the EQF Framework. Project partners will make sure that within the project the exams are performed and certificates printed and sent for free.<< Results >>As an overall result, WIN project will contribute to the development of the new job profile of Workplace Innovation Manager and, thus, serving a tri-fold purpose:- Introducing to European SMEs the concept of workplace innovation along with relevant policies in order to promote and sustain workplace innovation;- Improving the capacity of European SMEs to achieve workplace innovation in a viable and sustainable way;- Highlighting the benefits that workplace innovation brings on increased productivity and positive economic results.Within this framework, the overall expected results of WIN project are:1) Enhanced motivation and improved working conditions for employees of European SMEs2) Improved productivity, innovation tendency and capability, market resilience and overall business competitiveness3) Promotion of the overall benefits of workplace innovation among European SMEsThese results will be achieved through the development and implementation of concrete and practical activities and the dissemination of the related outputs results:An Analysis of the State of the Art in partners' countries will be carried out and will lead to a summary of literature and collection of case studies of companies that applied tools and rules to manage and promote workplace innovation. Also, a field research will be conducted to gather data directly from the (PR1). All the collected data will represent the conceptual basis for the definition of the Workplace Innovation Manager professional profile and the related Training Curriculum and Course (PR2 & PR3) as well for the development of a certification process and model (PR4). All these materials will be also made available through an innovative and interactive e-learning platform (IO5) and will be compiled into a Manual for Workplace Innovation Managers and policy makers (PR6).

"<< Background >>New short- and long-term paradigms are transforming the entire automotive ecosystem:•Increasing use of Artificial Intelligence in manufacturing; •Widespread digitisation in the supply chain; •The Green transition.Businesses are asking themselves how to evolve in the future. What are their EMERGING PURPOSES? What shape will take the VALUE to be created be in the future? Cars? Connection? Mobility? Contents? As a consequence, what NEW SKILLS are needed to create continuously this evolving value? (Randstad, 2020)Also workers should reflect on how to evolve. In particular Adult Skilled and Low Skilled Workers who are at risk of being replaced by technology and AI. To keep their jobs, they will need to work in ""new ways"" and with a ""new attitude"". New goals will no longer be enough. These workers will need to have ""new aspirations"" (ILO, The Future of Work in the Automotive, 2020). They will have to make ""role transitions"" (Ibarra H., 2016), and develop social skills, initiative skills, autonomy and self-management that will be supported by literacy in key technologies. (Daimler-IG Metall, Studie Zu Beschäftigungsszenarien in der Automobilindustrie im Kontext der Digitalisierung, 2018). Before developing new skills, they will need to develop an inclination towards lifelong learning (Cedefop, Assessing the Employment Impact of Technological Change and Automation: the Role of Employers’ Practices, 2020). Although workers think that learning is useful, they do not actually do enough of it. (Cedefop, Perceptions on Adult Learning, 2021). The problem addressed by this project is the increased risk of Skilled and Low Skilled Workers (target group of the project) of failing to make the continuous transitions in terms of roles and job profiles asked by companies. Why?•Skilled and Low Skilled Workers are DISENGAGED FROM lifelong learning and professional growth (Cedefop, Improving Careers, 2017);•In addition, Skilled and Low Skilled Workers have skill sets and attitudes that tend to become obsolete (Cedefop, Empowerment, 2020);VET providers offer unattractive CVET packages (Cedefop, The Importance of Being Voc., 2020).After a thorough analysis, the following needs emerged:- The need for support the Target Group (TG) to ""consciously re-engage"" on lifelong learning; they need help with the a re-engagement.- The need for help to the TG to: - develop a concrete perspective on lifelong personal growth, - develop a vision and pathways for development.- The need for workers to become more aware of their tacit skills.- The need for workers to ""invest"" in learning activities.- The need for workers to develop new skills for ""pro-activity"" on their jobs. These are skills that enable them to make role-task transitions.- Workers' need for accessible, attractive, quality training activities.- The need of workers to develop skills that are immediately usable in the workplace in connection with the technology transition.- The need for businesses to have workers who can support them in their journey of continuous and disruptive innovation in the way they create value.- The need for VET Providers and Consultants to develop attractive and accessible learning pathways that produce systemic impacts on businesses, workers and transnational supply chains.- The need for Business Networks to find solutions that enable them to support their member companies in maximizing their competitiveness through the distinctive leverage of human resources.<< Objectives >>The general objective of the project is to help automotive companies to be in a position to produce new ""emerging value"" from the evolution of the automotive ecosystem while keeping current workers employed.Specific objectives:A) Workers re-engaged towards continuous learning and continuous professional growth;This objective is aimed to stimulate in workers a process of awareness. This should help them to identify continuous commitment to learning and to personal and professional development. This is the lever to maintain a certain rate of employability. The right conditions will be created in companies to enable workers to be engaged in learning. Obstacles will be removed (Cedefop, Adult learning: empowering adults through upskilling and reskilling, B) Workers have developed skills for proactivity. These skills are enablers to the ongoing role/job profile transitions of the future.The emerging advancement of technology on the production line makes necessary for workers to develop additional skills. Which ones? In this project, workers will become capable of using a skill set called ""pro-activity."" They will be able to- manage and use Data according to the new and emerging performance goals that will be assigned to them;- Cooperate and interact effectively with AI and robotic technologies; - Effectively use key emerging technologies in the production line;- self-manage, in a work environment where technology will open up new ways of working;- take initiative;- learn to learn continuously, adapt and constantly challenge their knowledge and skills as well as their attitudes and patterns of thinking; - learning to teach their colleagues from a perspective of a high degree of diversity; workers learn from each other through the exchange of knowledge;- cooperate and communicate both through the appropriate use of information and communication technology and through informal exchange among colleagues;- be aware of their own competencies;- develop strategies for their growth through lifelong learning.- VET providers, Skills Consultants and Business Networks have developed the capacity to produce flexible and attractive CVET training offers that can generate sustainable growth in the automotive ecosystem. They have created the conditions for companies in the European automotive ecosystem to be competitive by leveraging human resources (skilled and low skilled workers). In a transnational logic, a real and concrete impact has been achieved on the quality/employability of workers and on the sustainability/competitiveness of companies.<< Implementation >>The following activities will be implemented in order achieve the expected objectives:1. DEVELOPMENT RE-ENGAGEMENT SUITE 1.1 User centered immersion (part 1): an in-depth research aimed at understanding the level of self-perception of workers regarding the need for lifelong learning.1.2 Creative workshop for the identification of insights on learning outcomes, content of OERs and animations, scripting of videos/spots. 1.3 Video Spot story development1.4 OERs development: three edutainment based training units (videos, video animations images with messages, infographics, short texts and simple tools) will be implemented1.5 Development of online self-assessment tool on the level of disengagement / commitment to lifelong learning1.6 Upload OERs on the project website and creation of the Facebook workers group. 1.7 Planning campaign and Events to invite access to OERs and Game. 2. DEVELOPMENT PROTOTYPE GAME 2.1 User Centered Immersion (Part 2): The context of workers will be explored to identify requirements for lifelong learning of workers.2.2 Prototype Game framework development LTTA C1. Blended training activities on game design addressed to partners' staff2.3 Design of serious game-based and work-based training activities, process and evaluation tools. 2.4 Digital development of the game and pre-testing 2.5 Creation of conditions for the implementation in the business context.PILOT TEST3.1 Implementation of the campaign and presentation events3.2 Business and Worker Selection3.4 OERs SUITE learning activities, evaluation and self-evaluation3.5 Self-assessment degree of engagement/disengagement3.6 Implementation of game paths and work based learning: the development of training activities will be led in each country by partners (technical assistance game and digital) that will coordinate with the mentors of each company. The game will be used- online (individually and in teams);- in presence (classroom) in the gamebased mode;- on the field in the work-based mode. Mentoring will be tailored and group-based. 3.7 Launch and management of the international skills competition. 3.8 Learning and skills assessment3.9 Intermediate and final evaluation of the effectiveness of the toolsThese technical activities will be complemented by others:- Project management 4.1 Detailed project planning4.2 Project control4.3 Partnership management and cooperation support (6 TM)4.4 Monitoring and Evaluation- Dissemination5.1 Drafting of strategy and plan for internal communication and dissemination5.2 Implementation and evaluation of internal communication and dissemination activitiesWebsite, social profiles, Facebook group and four Multiplier Events will be implemented.<< Results >>The project will deliver 2 Tangible project results:PR1 Re-Engagement Suite - resources for orientation and awareness training.This is a Suite made of online resources that foster the TG's first step toward re-engagement to lifelong learning. It aims to TG's conscious re-engagement to lifelong learning. The tools are: outreach, Guidance Training, and Self-Assessment.The resources available in the project platform are:(a) Self-assessment tool on the level of engagement/disengagement;(b) Guidance training OERs for automotive workers on:a.How to gain benefits from lifelong learning, success stories;b.How to make effective transitions; which services are available;c.How to get information on the future of the automotive; on the future of workers' skills, abilities and job profiles, on strategic skills for the TG;c) Video/spot stories with high social-emotional and transformative impact, designed and developed to be spread with a multi-channel campaign; d) Guidelines that allow other users to expand the Suite.The Suite designs a process that starting from an awareness and information flow with high impact on the TG (video/spot) leads then to benefit from training resources helping to be consciously re-engaged.PR2 Prototype Game - digital game based tool for online learning, in presence and in workbased contexts.It promotes the development of the framework of skills and attitudes useful for role transitions highlighted in the benefits. Learning outcomes are embedded in a story that contains multiple tasks and is narrated, different for each episode, but as part of a ""big story"". There will be a learning assessment system. Workers will also be part of learning teams.Part of the learning tasks will be done in a work based context led by specially trained company mentors. In addition, the game will have a manual useful for designing further episodes of the game.Moreover it is expected a LTTA linked to the development of the GAME. Partners' staffs will be involved: they will have to design the training activities. They will learn the logic of game based learning in a digital environment and the work based learning approach. The project results will be disseminated through the main Dissemination tools (Multiplier Events, website and social channels of the project). In addition, PROTOTYPE expects to achieve some intangible outcomes:- Developed a conscious re-engagement of workers toward lifelong learning and toward lifelong development;- Developed team-leader skills to support workers as mentors;- Developed skills for pro-activity on the part of workers to enable them to make role-task transitions;- Developed capacity to produce flexible and attractive CVET training offers by VET providers;- Created enabling local and European context conditions for lifelong learning by networks, businesses, VET providers."