Experience - with all senses: Creating a digital toolbox for experiential learning, body and sensory experiences as well as nature and environment In this bilateral project the students from Finland and Germany (between the age of 16 and 25), who follow a vocational education, developed a multi-lingual `digital Toolbox´ as a website (https://experiential-learning.info).The themes of this digital toolbox are experiential pedagogy, as well as nature and environment. These areas are anchored in the respective educational programs – students in this project are trained to work in education (Germany), respectively in tourism / recreation (Finland). In a world that is dominated by technology, consumerism and effectiveness they can form a necessary counterweight through experiences such as: • empathy for yourself and others• the positive impact of group processes and• sensitive perception of nature and environment, respectively sustainability. The ‘digital toolbox’ contains exercises in the above mentioned areas. These exercises are described in writing in three languages (English and the respective languages of Germany and Finland), including tips and checklists for implementation. Furthermore, the exercises are illustrated and commented on in video sequences. Reflecting on, for example, group processes is extremely important in this area. Therefore, the Toolbox offers a wide choice of reflection methods. A Wikipedia with technical terms of the themes in English is available as a tool, as well a list of links to other pertinent material. This digital toolbox is permanently available to a broad public as OER (Open Educational Resources = free education and teaching material within Europe), making self-development possible at any time. The target groups are in particular businesses and organisations in the field of social pedagogy (kindergarten facilities, educational institutions), youth work, tourism/leisure as well as other vocational schools. In order to fully enjoy and experience the subjects, two learning activities of each one week took place at the educational institutes of the different countries, in the middle of nature. There, the students of each of the two partner organisations carried out exercises and activities about the before mentioned themes. Both meetings were recorded in form of digital video-diaries. During each of those one-week activities there was an ICT workshop (information and communication technique) in order to acquire the skills that are needed to create the digital toolbox, but also to communicate and share information during the working phase between the learning activities. The concrete themes of the ICT workshops were:• creation of a homepage • making videos and editing technique• making your own Wikipedia. Of each partner school one class of 25-30 students participated, who cooperated throughout the project (the means of communications was besides eTwinning, e-mail and social media). From each class 10 -13 students participated in each of the one-week learning activities and acted thereafter as multipliers in their classes. Furthermore, there were two cross-border project meetings: one at the start with the participating teachers and one at the end. During this festive event of the project the results were presented to partners, professionals, school representatives, politics and business enterprises. The background to the implementation of this project was the students’ need to gain higher professional skills for their future career, with regard to ICT as well as experiences from the experiential pedagogy, body and sensory experiences, nature and environment. What is more, an instrument as the Toolbox with this content, this complexity and for the chosen target group, had not been created yet. The essential objectives of this project, to establish an advanced knowledge of language, social and self-competence, are reached to a large extent. Furthermore we achieved our aim to pave a way to positive access to other European cultures, by creating new things together, learning from each other and cultural exchange. The long-term benefits of this project consist in the presence of the commonly available and elaborate digital toolbox, and the good education of the participants in terms of lifelong learning.

"The term sustainability has become an integral part of our daily lives and concerns each and every one of us. It's no longer possible to read or watch the news without being confronted by the terms ""Fridays for Future"", ""climate change"", ""globalization"", ""global warming"" and ""consumerism"". These are just a few elect terms from a list that could be continued endlessly and that shows the necessity of getting involved in developing a more sustainable way of living. Our schools think that it is the responsibility of every educational institution to work on that goal which is why we would like to contribute to it by starting this project.The participants of the project ""Creating and Living Sustainability"" are students and teachers from five schools in Spain, Italy, Denmark, Finland and Germany respectively as well as members of the Spanish organization BIOSFERA. There will be a meeting in each country which will be attended by three teachers and six students from each participating school. The participants for those meetings will be selected mainly by their interest in the project and their willingness to work on it. Nevertheless, the coordination team will try to include students of different age groups and types of school as well as teachers from different departments.The activities of this project are designed in a way to reflect a continuous process, i.e. each meeting starts with the reflection upon the previous activities and results and then continues to work and improve them. The first activity consists of the creation of an analysis of the current state in the participating countries. Suitable methods to compile such an analysis will be introduced by the organization BIOSFERA that will also support the participants in this endeavour. In the course of the following meeting, those analyses should provide a base for the needs assessment which the participants will have to compile in small groups. In this phase, each group will focus on one specialized area. As those areas are not yet defined and will be the result of the previous analyses of the current states, the methods to assess those needs cannot be determined at this point in time. After identifying the needs, the third meeting will be about the development of ideas for suitable solutions and the creation of those solutions. Said solutions could be concepts (e.g. guidelines for more sustainability in schools), services (e.g. sustainable services in tourism) or, if possible, products (e.g. products created from metal scraps). During this activity the groups are asked to analyze and evaluate their ideas in order to identify the most suitable solution. After the meeting, the resulting concepts, services or products will be tranferred into a trial period. In the fourth meeting, the results of the trial period will be reflected upon in order to optimize the solutions. Afterwards, those optimized results will then be put through a second trial period in order to determine if they produced the desired effect in terms of sustainability. Apart from determining the suitability of the results, the last meeting will also include their publication through talks, newspaper articles and websites.In the course of their time at school, our students develop a variety of skills relating to school and its subjects. The participation in this project, however, will also facilitate the development of inter-disciplinary skills like project expertise and thereby prepare them ideally for the challenges of the world of work. Sustainability, however, is not only a challenge confined to the world of work and, therefore, our project aims not just at preparing our students of their future working lives but also for the challenges of their future lives in general. For this reason, it is important that they develop a deliberate and economical handling of nature and its resources. The result of such a consciousness can only be an environmentally aware and sustainable behaviour that will be internalized and shared. Furthermore, the European collaboration will strengthen the personal skills of our students (e.g. social and multicultural skills), help to develop a European consciousness and lead to the gain of new European partners for our schools. The work on the project ""Creating and Living Sustainability"" will also lead to the realization that the success of any project depends on the success of working in a team and the willingness to learn with and from each other - in this case on a European scale."

“Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed“ (Preamble to the UNESCO Constitution). We strive to embody this preamble through this project and in the light of the current influx of war refugees from countries like Syria into European countries, we strongly believe that young minds are constantly challenged into upholding the meaning of peace and eventually, defending the concept of peace regardless of their origin. History is almost always integrated into the core curriculum of the education system in Europe but we envisage that this project will provide students with a hands-on approach to learning and discovering the many stories which may soon be unheard. First-hand accounts of eyewitnesses of WW2 have more impact than just words written in text books and this is essentially the basis of this project – keeping stories alive by engaging the young generation. With this goal in mind, we started the project in September 2016 with three partners: Poland, Finland and Greece. Italy was one of our partners but their application was unfortunately turned down. Due to this unexpected change, we had to reshuffle and analyse the number of LTTAs and TPMs and other roles and activities that would be feasible with 4 partners, instead of 5. Nevertheless, the expertise as well as enthusiasm from each remaining partner country did not deter the project and we believe that we have managed to achieve the main objectives of the project. A detailed description of each activity pursued by all partners of this project can be seen in annex 1.During this project, we managed to seek assistance and where possible, partnership from organisations related to the theme and subject of this project. An expert in Oral History (Dr Susan Hogervorst), the senior education employee attached to the National Comité 4 en 5 mei (Ms Sarah Feirabend), the foundation of oktober 44 in Putten (Stichting oktober 44), the Landelijk Steunpunt Gastsprekers WOII - heden, the city council of Harderwijk, the city library and ASEF Classroom Network were some of the organisations that we approached in various forms, mainly through workshops and presentations either during the transnational project meetings or a study day or conference.The main activity that each partner school did was interviews with witnesses of World War 2. All interviews have been subtitled and uploaded to YouTube, in which the links have been shared onto the project website (http://www.ohie.eu). These interviews were carried out by students and each story or interview is related to an event that was significant to the interviewee of that particular country. Throughout the interviews, we also developed oral history guidelines, factsheets, Joomag online magazines, lesson plans and materials for teachers who would like to use the interviews on the website during his/her lesson. The products have been uploaded to the Erasmus+ project results platform. Throughout the project, we organised transnational project meetings with teachers and student exchanges with students. During each TPM, we incorporated two elements: checks on the progress by each partner and setting deadlines of each target, as well as cultural excursions that are related to WWII, whereas each student exchange was focused on the history and local history of that particular partner country (cultural excursions), the intercultural activities (students participated in several activities planned by students and teachers of the host country) and workshop/seminars/presentations/interview with a witness/expert of Oral History.We believe that we have achieved the results that we aimed for. Our main product is the online database but most importantly, the stories of the witnesses who were interviewed are now accessible for everyone. They are no longer stories that can only be passed on to the next generations of their own families, but also to everyone across the world. Moreover, the stories from each witness puts the WWII into context: students have a better understanding of what happened during WWII from the perspective of someone who has witnessed it first hand. The stories are more vivid and relatable to the students as most of the witnesses were either as old as or about as old as our students during WWII. Furthermore, the stories 'make more sense' to students as they are not 'second hand' stories that you get from another source; they are 'real' stories from 'real' people. We can honestly say that the impact on our students is a lot greater than we had anticipated. A newspaper article about our students' experience precisely illustrates this impact (see annex 2).In the future, we would like to use the database as a central point for all WWII and other stories for our school network. In 2020, we also wish to propose an ASEF Classroom Network project which utilises the database that we already have. This will be useful for both teachers and students.

The URBAN PROSUMERS project supports the implementation of EU’s Climate Neutral and Smart Cities Mission at the local level in Tampere Region, Finland. This initiative strengthens and enhances the role of local Higher Education Institutions (HEIs) as focal actors of transdisciplinary research and action in sustainability issues. By leveraging citizen science and participatory research methods, the project actively involves Tampere residents and local stakeholders in developing solutions focused on sustainable mobility, food systems and energy. Through co-creation, the project builds a knowledge transfer hub around the topic of sustainable urban prosumerism. The title “URBAN PROSUMERS” highlights the project’s goal to engage residents as both producers and consumers of sustainable solutions, services and knowledge. Through novel participatory infrastructures and a co-creation process guided by HEIs, the project brings together the city, residents, and various actors to identify local needs related to the Mission themes. It funds community experiments that seek social or technological innovations within the three key thematic areas of the project (mobility, food and energy), addressing the needs identified by residents and local entities such as NGOs, associations and city administration. Tampere HEIs play a crucial role by developing and managing a new knowledge transfer hub for sustainable urban prosumerism, integrating this process also into their strategic work. The project aims to create a novel theoretical understanding of the urban prosumerism model through co-creation and experimental community projects. This model can serve as an example for participatory climate action in cities, with potential for scaling and replication in other Mission cities across Finland and Europe.