eTwinning project 'Common Heritage Areas' which we completed made us realize the fact that students aren't aware what World Heritage is, what world heritage areas are and why they are important for the mankind. Their interest and curiosity increased as they started to read about them, learnt about them and visited some of them in their countries. The virtual exchanges on Twinspace made a great difference in recognition of heritage areas in different parts of the world. In this respect, we wanted to deal with the same topic with the same partners with different activities with physical mobility.The main aim of this project is to raise awareness to the importance and preservation of cultural and natural heritage areas.In this project, the students will have the chance to participate in different activities by cooperating with students from different nationalities. This collaboration will enable them to improve their language skills and to show respect and tolerance to other cultures and their values. The students will involve in various activities which require wide use of IT tools such as applications, ipads, computers, cameras, smart phones etc. As students will produce their own materials and products with different perspectives in different contexts, they will become more responsible and self-confident individuals.The partner schools are our eTwinning partners, Italy and Romania. The key teachers have worked together on eTwinning project and have mutual trust and respect for each other.The students are 15-18 years old. 4 students and 2 teachers from each country will join international visits. The students will be chosen by the election team in each school in accordance with evaluation criteria for a fair selection.Students will visit cultural or natural heritage areas in Romania, Italy and Turkey; Amphitheatre of Capua and Royal palace of Caserta in Italy, Salt Lake, Capadoccia and The Kızılırmak Delta in Turkey, Wooden Churches of Maramures and Dacian Fortresses of the Orastie Mountains in Romania. Students are expected to prepare a documentary film 'Hand in Hand for Culture' in Italy, prepare a 'Quiz Show' in Romania and organize a Cycling Event 'Hand in Hand for Nature' with their own designed t-shirts in Turkey. All activities are based on observation, interaction, active involvement and production.The cycling event will help students to direct their attention to environmental values by observing the bird species in their own habitat and learn how important is to show concern for nature. The local media will be invited to attract public attention. In addition, Students will sing their partners' folk songs in Italy with an aim to enrich cultural diversity in a positive environment. Experiencing other cultures will let students learn to show respect, tolerance and sensitivity toward other cultures. Students will learn through experience with students from different culture and background. All activities will contribute a lot to their cognitive, social, emotional and intellectual development.During the visits, students will take photos, videos and make interviews to produce their own authentic visual materials for the activities in each visit and for the booklet. In addition, technology is an indispensable tool in each stage of the project since students will make use of various IT tools for all activities in each visit.After the visits, in each partner school students will prepare a booklet about cultural and natural heritage areas they have been with their authentic visuals taken during their visits.The booklet in printed version will be distributed to partner schools, local authorities and organizations, local press.The online booklet will be shown on project webpage, school website and project's Youtube channel. As a part of dissemination activities, a seminar will be held in each school and in a different high school by each partner in their own countries to share the project activities and results with other students. On national educational websites, on school magazine and on school's webpage all project activities will be displayed. Students will broadcast youtube channel and publish a project webpage by which different groups of people can be informed about our project.With the help of Kahoot Application for the 'quiz-show' in Romania, the questions prepared by the participants will remain on the application and open to everyone. Anyone in the world can join the Kahoot and try to answer the questions anytime. The quiz show questions won't address only to participants or the students in Romania but also to anyone in the world who is interested in World Heritage Areas.The project activities will be avaible on national and international level.

"From our point of view, we could largely achieve the goals we had set ourselves in the proposal, namely acquisition of knowledge about the EU and its workings, appreciation for the benefits and achievements of the EU, enhancing of IT skills and language skills and knowledge of other cultures and ways of life. The evaluations carried out among the participants (see results published on the Erasmus+ Dissemination Platform).All together, around each school sent 2 teachers and six pupils to each of the AULs, to which we must add the participants of the project who worked ""on site"", but did not travel.The mobilities granted by Erasmus+ were all done by pupils aged 14 to 17 and their teachers. The participants came from quite heterogeneous backgrounds, ranging from affluent to difficult economic situations which, however, did not play a role in the project and was not noticeable at all.All in all, we organised a meeting at each of the partner schools as had been scheduled in the proposal. All the activities planned (work on webquest, doing filmclips, evaluation of the survey and insight into political decision-making processes along with excursions to thematically relevant sites such as the European Parliament in Brussels or visits of NGOs helping migrants' issues or agricultural businesses receiving EU-subsidies) could be carried out as outlined in the proposal, with the exception of a re-arrangement of the schedule due to organisational matters (see below). In-between the meetings, the participants were in close contact, working together to prepare the topics of the next meeting and deepening their new friendships. This was done via eTwinning, but also with the help of other social platforms such as Facebook or whatsapp.The teachers involved in the project are very satisfied with the results achieved and the commitment shown by the participants, with our expectations being more than met in some respects. We were not only impressed with the efficiency and the flexibility the participants showed when doing and further developing the tasks given, but also with their way of integrating prior knowledge meaningfully in the project. ""Tangible"" results range from various webquests, glossaries for a number of topics and a survey questionnaire to creative outputs like logo-design, videoclips and memes. Concerning the attitudes and values among the youth, we could witness a growing awareness of the European idea, its realisation on the political and social levels and the concrete effect it has on the participants' lives. Finally, the youth were able to name and hold dear the benefits the EU holds for them. Moreover, the meetings were characterised by an open atmosphere among the participants who were eager to get to know the others and their ways of life.This impression was corroborated be the host families who mostly considered the one-week stay of their guest as a benefit for their family. Also in terms of language, all participants have been able to deepen their knowledge of English and learn some words in the languages of the partners."

<< Background >>With the Covid-19 virus outbreak at the beginning of 2020, trainings were interrupted in many countries. In order to prevent the spread of the virus, while schools were mostly closed by country decisions, teaching and learning processes had to be organized online. Many European countries have continued their education with distance education. However, the worldwide use of digital content in education was relatively rare before the COVID outbreak began. Only 20% of the countries had digital learning resources in teaching (World bank datas, 2020). With the need for distance education that has become more apparent with Covid, the need for digitally prepared course materials and contents has increased. Education and training disruption due to the closure of schools negatively affected the personal development of students. In this process, the lack of innovative content and innovative areas has not yet been filled. Especially in the field of artificial intelligence, which is called the profession of the future, digital content that has an innovative content and can teach by making applications is very lacking. Our project contributes to the development of digital learning materials and tools such as Open Education Resources. Our project also has qualifications to support new teaching methods and tools, and has the awareness and use of European frameworks in the digital competence of educators, students and organizations.The topic of artificial intelligence is currently one of the most popular science fields in the world. The researches and future artificial intelligence predictions show that artificial intelligence will have a great importance in shaping the future. The USA and China continue to lead the world in this regard. However, with the plans and strategies of the European commission, it will show itself in this game in Europe. The Commission and Member States agreed to join forces on AI policy and investment in 2018. The revised Coordinated Plan on AI was published in April 2021. Maximising resources and coordinating investments is a critical component of the Commission's AI strategy. Through the Digital Europe and Horizon Europe programs, the Commission plans to invest € 1 billion per year in AI. It will mobilise additional investments from the private sector and the Member States in order to reach an annual investment volume of € 20 billion over the course of this decade. And, the newly adopted Recovery and Resilience Facility makes € 134 billion available for digital and will be a game-changer, allowing Europe to amplify its ambitions and become a global leader in developing cutting-edge, trustworthy AI.<< Objectives >>These developments in artificial intelligence also show the size and importance of the subject. Working in the field of artificial intelligence technologies individually or institutionally is very difficult in terms of skills. Cooperation is inevitable in this regard. However, since the competencies of each institution differ, it does not seem possible institutionally to reveal important components such as training materials related to artificial intelligence. We want to bring together the strengths of institutions and to develop innovative training materials that meet the needs of the workforce by blending their skills.Therefore,our project focuses on the application of a gamification concept to artificial intelligence training for distance learning,in order to improve the overall student characteristic for motivation and participation in online courses.An assessment system will be designed to follow the student's progress and students will be guided with the necessary feedback.For these reasons, our project goal is:•To train students with the qualifications that the workforce is looking for•Developing the proficiency of teachers and students in the field of AI•Cooperating between Higher Edu,VET and SMEs•Development of digital skills and distance education at the education and training level•To promote continuing vocational education and training with easy access to content through our distance learning platform•To ensure that the skills and abilities of current students are compatible with the basic skills and abilities in the labor market• Ensuring and encouraging cooperation in the field of Vocational Education and Higher Education•To train qualified manpower that can lead research in the field of AI at vocational school, associate degree and undergraduate level and to encourage the European digital industry level•Supporting strong partnerships between business and educational institutions<< Implementation >>We planned 7 work packages to run the project.1) Management of Project2) Development of O13) Development of O24) Development of O35) Sustainability of Project6) Dissemination and Exploitation of Project7) Monitoring and Evaluation of Project<< Results >>Tangible Results:- A gamification interfaces designed for e-learning platform will be developed (O1). - A curricula for Artificial Intelligence (O2)- An assessment system will be developed (O3).Intangible Results:1- Information increase has been achieved:* Increased knowledge on measurement and evaluation systems and artificial intelligence applications in countries.* Increased knowledge on project management, employee assignment, and financial management.2- Competency has been increased:* Increased awareness of artificial intelligence has been provided* The number of people who pay attention to the importance of artificial intelligence and future studies has also contributed to the increase in competence.* Increasing the institutional capacity has been achieved by increasing the number of people who can work in the field of artificial intelligence.* Personal personal skills are developed to enter employment.* A qualified assessment and evaluation system has been developed.* Institutional capacity was increased.

“Heritage: act now to save the future” is a project led by 6 high schools between 2018 and 2021, financed by the European Commission through Erasmus+ Program (key action 2). This project aims at finding practical means to fight the causes of climate change, and at protecting and promoting natural and cultural heritages. It lays on the celebration of the Year of European Heritage and on the context stressing the need for an urgent and global action on environmental issues such as pollution and global warming. The main objectives of our project are:-making students take part in the process to change their high school by creating challenges and daily life habit changes. -promoting motivation at school in order to reduce school disengagement risks-creating healthy competition and including students in the project-enabling students to define the idea of heritage, to know and to make people know their own heritage-discovering the heritages in the countries being part of the project, their issues and their problems-allowing students to speak up to protect and promote heritages-exchanging teaching methods within the groups of schools being part in the projectThis partnership includes 6 schools with students from 14 to 18 years old, from 6 European regions such as Bulgaria, Romania, Italy, France (2 schools) and Spain. Through the project, students discover the wide range of traditions, cultures and heritages of these 6 European regions thanks to preparatory works, video sharing, and various activities organised by students during the meetings. The inner differences between these schools contribute to a global understanding of european culture and heritage as well as climate change and environmental issues. A European culture and a wide cultural and language openness animate every school in the project, which is also dealing with issues such as the integration of disabled students or socially-precarious students, as well as school disengagement.Here is a list of organised activities::-psychosocial activities: contacting each other by e-mails, messages on Facebook, on ETwinning, livening things up thanks to games and group creative works, ensuring communication through letter writing.-Activities to discover heritages : presentations, visits of emblematic sites-artistic activities: workshops, creative works, poster creation-debates: dialogues and in-situ or virtual meetings-activities to write and to read speeches-article and poem writingHere is the list of fulfillments:-Various works published in websites, Facebook pages and on ETwinning. -Increased self esteem and motivation-A better knowledge of heritages and the strategies to promote and protect them-Initiation to environmental issues: changing individual and group habits through global and daily life actions. -Keeping contact and brainstorming thanks to online meetings -High rating of the project by parents and school community -Acknowledgement of the project by the region Departments of EducationIdentified Impacts and benefits of this project can be linked to the following elements::-The involvement of schools in heritages and environment have modified their own school culture, getting a local highlight through press articles, selection in various challenges and competitive exams, eco friendly labels, creation or strengthening of links between schools and local authorities -investing the new knowledges and know-hows of students into other projects such as a partnership with Political Sciences School (for a French school), or the preparation of the French final oral exam of Upper High School-the commitment of fellow students in associations created up by students having been part of the project-a global involvement in reducing waste, water and energy use -a practical conception of the role of Europe in every citizen daily life (projects once financed then valued and broadcast)-durability of the project through an active Facebook page and two dedicated websites

<< Background >>One of the biggest challenges faced in the education system is that people learn in different ways and at different rates. Although each of the students has different levels of learning abilities and different interests, a uniform education is tried to be implemented in schools. However, it can be said that some students 'analytical thinking skills are more dominant, while others' creativity or communicative skills are more dominant. The evaluation process in open and distance education, in which learning / teaching activities are carried out between teachers and students physically in different places and using various communication technologies, has various limitations compared to traditional educational environments due to the existence of different types of interaction between teachers and students. As in the face-to-face learning environment, the teacher does not have the opportunity to evaluate the students according to their participation in the class and the quality of the questions they ask, as well as their written work. It is possible for the grades given to students especially for distance education to be fair, correct and honest only with measurement and evaluation systems that will be developed with respect to professional ethics.For this reason, artificial intelligence (AI) methods, which were used for industrial or military purposes, have started to show themselves in the field of education as in every field. It has been stated in various researches and reports that it is aimed to use AI technologies to customize educational materials of each student according to their abilities, preferred learning style and experiences.Similar studies state that 47% of learning tools are expected to be equipped with artificial intelligence capabilities by 2027.<< Objectives >>To achieve this 7 partners will work for 24 months to enhance peace education competencies of teachers and students :- To provide teachers and students with a conceptual understanding of Cloud Computing education.- Searching and determining the best paths in IT-based training.- To increase students' interest and motivation and decrease school dropout accordingly- To develop students' creativity and problem solving skills by supporting group and team work.- To train qualified individuals in the cloud field- To use artificial intelligence technologies in education<< Implementation >>7 different work packages (WP) have been prepared to achieve the project objectives.Each of the work packages will be managed by one of the project partners. The strengths of partners are discussed in the selection of partners responsible for business packages.1) Management2) Development of IO13) Development of IO24) Development of IO35) Sustainability6) Dissemination and use7) Monitoring and Evaluation<< Results >>Tangible results:- State of Art Analysis will be done about the target group (Vocational education teachers-lecturers and students). In this analysis, it will be aimed to develop the O1 / FCC and determine the content subjects of the Online Education Course teaching modules. A report will be published by FOS University with the support of academicians.- After the needs analysis, a framework designed for Cloud Computing will be developed. Our framework will reveal how innovative teaching modules should be in order to increase the competence of teachers and students in the field of Cloud Technologies according to DigComp and DigCompEdu frameworks, to eliminate the digital content deficiencies that emerged during the COVID process, to raise individuals with the qualifications that the labor market is looking for and to facilitate employability.- LMS system will be developed by PAYDAŞ in accordance with the determined framework.-An Open Online Course will be developed (O3 / OOC). The Education Framework (O1 / FCC) developed with State fo Art Analysis will be used for the training content of the online open course.- Innovative algorithms will be designed for our Assessment platform under the leadership of MYKOLO and with the help of NEFINIA and PRIOS.-It will be ensured that artificial intelligence algorithms are placed in the innovative and modern part of the assessment platform to be developed due to the fact that the number of assessment tools that teachers can use in the assessment of students and help them in vocational education is almost negligible.- Our intellectual outputs will be piloted on educators and students.- For the promotion and dissemination of all our intellectual outputs; Slovenia, Turkey, Lithuania, Croatia and Romania will be held at 5 Multiplier Events.Intangible Results:- IT management upgraded in vocational education environments- Increased motivation of teachers and students with improved course contents- Decrease in absenteeism and drop-out rates due to increased motivation of students- Increasing awareness and increase of knowledge in the field of informatics- Wide cooperation in the field of Cloud Computing- Increased motivation to industry 4.0 technologies and future professions- Increased personal and professional development for students and teachers- To motivate teachers and students to use innovative IT techniques and learn foreign languages.