"<< Objectives >>The project ""Message in a Bottle - You are next!"" aims directly at supporting professional and voluntary staff in youth work - in art-oriented environments - to enable them to provide young people with engaging and innovative activities. Together we want to develop two hybrid forms of cooperation, collaboration and exchange:A shared storytelling method named ""message in a bottle"" and a hybrid gameplay called ""secret world"" that combines physical, analogue elements with virtual objects.<< Implementation >>The central activities of our project will be two ""future labs"", where independent groups of young people from Spain and Germany working together on two game-based learning/training formats. Creativity and exchange are the central elements of these activities.Besides necessary coordination and project management, we also plan to implement a joint staff training on the foundation of game-based learning and open-source augmented reality (AR).<< Results >>Our project will develop innovative learning/training environments for ""digital natives"" in the age group of 13-21 years. Two game-based creative activities will provide opportunities as well as needs for transnational cooperation. Our participants will learn to work creatively in a team and compete virtually with members of the same age group from a different country.Youth workers will acquire the skills necessary for guiding these creative activities."

"The changes in society as well as in the industry are accompanied by new requirements in teaching and learning. Especially in the traditional professions (i.e. handicraft) the number of trainees with learning disadvantages is growing. The level of education of the trainees has declined for about 10 years; furthermore, the majority of today's trainees are young people who come from educationally disadvantaged family structures. About half of the current trainees in the construction industry in Berlin have a migrant background. Current changes suggest that this rate will increase in the coming years. The existing education processes therefore meets no longer the requirements and demands of the vocational training of the youth in Europe.Therefore, effective educational strategies, concepts and innovative learning approaches, which are more target-group-oriented and up-to-date are required for a more efficient integration and inclusion of these groups. This also promotes securing skilled personnel demand on a regional, national and international level as well as the national and European economy.Innovative learning processes increase the motivation of the trainees and minimize the terminating rate of trainings, which is up to 40% in many sectors and is one of the major problem areas of securing skilled personnel.The learning contents conveyed in the former practice through teaching briefings are often not successful in reaching the cognitive understanding of especially educationally disadvantaged learners. Trainers are therefore regularly faced with the challenge of implementing alternative approaches to the teaching of knowledge and competencies in the teaching briefings.The European partnership between Lehrbauhof Berlin (leading partner), RegioVision (DE), Decroly (ES), Dundee&Angus College (UK) and INSTITUT INPRO (CZ) have been respond precisely to these challenges with this project to integrate more intensively digitalization into vocational education. A digital module-based and more self-organized learning in the sense of ""e-learning 2.0"", which is developed jointly by teachers and learners, made disadvantaged groups participating more in vocational education and training equally.This formed the basis for the increased development of self-directing competence by self-responsible design of the learning phases, the increase of communication and team competence by group work of trainees with trainers together as well as the increase of the media competence by the producing and realization of digital contents such as videos (some are included to the eBook) and online-quizzes.Such teaching and learning arrangements have led to changes in the role of the trainer as a learning companion and facilitator, thus expanding the competencies of the teachers.Teachers and learners formed the direct target group of the project in their joint work and interaction.The indirect target group has been include trainers in the companies and teachers of the (vocational-)schools (incl. vocational orientation) which participated in the project results as they could use the products and results as well. The developed digital contents do give a new insight into real learning situations and provide a more realistic picture of the professions, which gives the vocational orientation of young people an additional authentic information basis.A total of 5,000 people has been reached and did benefit from the project.Teaching and learning methods as well as training systems in the partner countries are different, but all are facing similar challenges. The comparison of different initial situations of the partner countries and the exchange of methods and experiences in the implementation of digital module-supported self-organized learning methods for educationally disadvantaged target groups, with a special focus on vocational education and training, guaranteed the successful implementation of the project (IO1).Through their complementary experiences and approaches, the partners ensured an efficient implementation of the project objectives.The various phases of the project (starting, preparation, planning, realization and evaluation) were accompanied and consolidated by clearly structured methods: regular online-questionnaires, self-evaluations, regular project reflection, control of the quality and completeness of the documents, optimized scheduling (e.g. via doodle), milestone plan of the project tasks, project meetings to minimize the risks (risk assessment), quarterly reports for the assessment and evaluation of the finances, compliance with the financial controlling, strategic plans, optimized planning of the meetings and transnational learning activities.Through the use of the results, the documentation of the partnership and the intellectual outputs (free available eBook in 4 languages and the most common formats) of the project, the transnational co-operation is established and invigorated effectively."

"In view of further publication on the Erasmus+ Project Results Platform, please also be aware that a comprehensive public summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the availability of such summary.This project aims to support students to transition to Higher Education (HE) Many students encounter considerable stress and can be left struggling to cope with the move to university and HE life. Context 1.: The proposed project is based on the overall programme objective of ERASMUS +- boost skills employability- modernise educations, training and youth and - focus on young peopleProject objectives are:-To collaborate with 5 transnational partner organizations (3 of whom are HEI's) based in the UK, Ireland, and Finland who have particular expertise in supporting students transitioning to Higher Education to share best practice and develop, adapt and implement innovative practices;-Development of a transition strategy led by Diakonia College (Finland)-Development of an accredited level two, 16 hour ""Transitioning to HE"" course with a section on promoting mental well-being ( included in the course will be a series of short films/pod casts comprised of student experiences from each partner country) all materials will be placed on an online portal. The course will developed led by (DKIT) Dundalk Institute of Technology (Ireland) 101- To develop 20 college staff in new pedagogical approaches, materials and coaching methods through a 5 days transnational train the trainer programme supporting educators to become mental well-being coaches led by (SRC) Southern regional College (UK) IO2- Development of a on-line resilience tool kit for students starting college/university. This will be a resource bank of research, case studies and practical tools to help students overcome stress, anxiety and other barriers which will help them fully integrate into HE life led by Kelvin College Glasgow (UK) IO3The target group for this project are educators and students (who will be progressing into HE) The ""Transitioning to HE"" course will be piloted to 60 students across Europe in the 2nd year of the project. The course will then be embedded within the curriculum offering of College's preparing students transitioning to HE.This project will also enable policy makers to embed the transition strategy into each partner organisation. This project will ultimately have an impact on students health and well-being and will aid retention in HE.Needs: For many new students starting university of College can be a testing time. Universities already have plenty of initiatives to support their students in place – but they could be strengthened through a transition strategy that prioritises mental health and wellbeing.This project will enable all partners to work together to in order to improve provision for learners in progressing to HE and share innovative practices within and beyond the organisations involved. The project will contribute to decreasing the anxiety often faced by students. The project will increase the knowledge and skills around self care for students. This project will also have a positive impact on HE institutions as there will be less student illness, referrals and student drop out aiding retention, achievement and ultimately making the HE institutions an attractive option. This project will benefit the learners, organisation and countries involved in the project."

"Effectiveness is now a key word in the socio-economic world. It is also important in school reality, in which it refers primarily to the work of teachers and students.To achieve its objectives SWIM aims to promote innovative, knowledge visualisation approach towards language teaching methods using bespoke Visual Dictionary Online Creator tool in order to improve efficiency of building key language competences to foster competitiveness of adult learners on a labour market. It is important to extend the offer of high-quality learning opportunities tailored to the needs of individual people with low qualifications in the field of adult education. In today’s modern economy, fast evolving needs of language learners require a swift response from the educational sector, teachers can not only use existing educational resources, but also be able to create and share their own personalised dictionary materials for the benefit of learners.The objectives of the project are to:(1) To strengthen key competences of students and provide more effective opportunities to acquire and develop skills essential to remain competitive on the labour market(2) Build the language skills of adults through engagement with bespoke learning resources to support the continuous language and professional development(3) To introduce new approaches and opportunities to support professional development for adult educators, trainers and mentorsThese objectives will be achieved by(1) Creating guidelines for education professionals for creating and taking advantage of visual dictionaries in their work to achieve better learning results, (2) Producing and piloting a set of visual dictionary resources, to benchmark their benefits perceived by the learners, (3) Creating a modern, user-friendly online environment ""Visual Dictionary Online Creator"" to support these teaching and learning methods and host the resources produced(4) Creating a recommendations document based on the findings acquired throughout the project.The SWIM project proposes creating a modern, collaborative online visual dictionary platform to make use of these possibilities and further explore them. This will be achieved through four Intellectual Outputs, which are interlinked and support each other. The Visualisation for Professionals Development Guidelines will contain theoretical pedagogical information, and step by step guidelines for professionals for creating Visual Dictionary contents and applying them in their work, as well as good practice samples of how to inspire and motivate learners with reward or gamification mechanisms included in the learning environment.The guidelines will be tested in a Transnational training event (C1) in Poland with 17 education professionals.Toolbox of Visual Dictionary Learning Resources is created as a joint effort by all partners and will produce a set of peer-reviewed multi-language visual learning contents that form an open resource toolbox which can be used as a fully online self-directed learning resource, or as part of a face-to-face or otherwise tutor-led learning experience. These resources will also be piloted in local test groups. The documentation of this output process feeds into creation of the Development Guidelines step by step guide section. The free and open access toolbox also works as a live sample and a seed resource attracting creation of more similar contents in the Collaborative environment.Visual Dictionary Online Creator and Library is developed as a modern web-based user interface customised for the two key target group profiles - training professionals and learners. The development process will follow agile methods and special attention will be paid in the usability and user experience; the User Interface design will be done as a joint effort by the three technically oriented partners and tested with the learners. Received feedback is then incorporated into development work in all stages, to ensure the key target audience is heard. Recommendations Document targeted for policy makers will include lessons learned in the project and recommendations for future actions.The project addresses two target groups: Students in any level of training, especially in the process of learning a new languageTeachers/trainers/tutors that work with these students; SWIM provides them not only with a new digital and interactive toolset to enhance the teaching of a new language, but also guidelines on how to best apply the tools in their work."

"The proposed project is based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project will develop adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, making use of new technologies and teaching outcomes.This project also seeks to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by seeking to provide a critical insight into promoting equality and inclusion developing tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This also underpins the priority of the Paris Declaration. This project ultimately promotes inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project are:•Improve the digital competencies of marginalised older learners,•Support the recognition of flexible modes of learning including digital, employability, language and citizenship through an online platform,•Develop an effective outreach, guidance and motivation strategy which encourages low-skilled or low-qualified older learners to develop and upgrade their digital skills and other key competences (language learning) and/or progress towards further and higher qualifications and in/or employment, •Promote Erasmus+ among all citizens and generations, including by offering activities ofeducation and exchanges of experiences to older learners, with view to building and adding solidity to the European identity. •To work collaboratively with 6 transnational partner organizations based in the UK, Ireland, Spain, Latvia & Finland who have particular expertise in delivery to adult education communities by developing, testing, adapting and supporting the embedding of innovative materials and practices;•To develop innovative materials for adult tutors/practitioners which will be initially delivered to 25 adult tutors through a transnational training course to support the delivery of flexible modes of learning including digital, employability, language and citizenship •Following this, the 20 tutors will pilot the materials with 100 adults learners during the life of the project, giving on-going feedback on the benefits of the materials and any changes necessary;•To build new networks of support for each partner organisation and their tutors developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation.•To share results with wider networks within each partner country •Development of an outreach, guidance and motivation strategy which will encourage older learners especially those from migrant, asylum seeker and refugee communities to engage in adult learningThe impact on the target group - older learners will be:- increased sense of well-being and inclusion for older learners - increased level of digital competence- increased levels of confidence, skills and cultural awarenessThe impact on the Adult Education tutoring staff - increased level of confidence and competence in their pedagogical approaches with older learners new networks of support with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens- increased bank of digital approaches, materials and case studies for use in the classroom/community- increased knowledge of older learners especially those from new migrants, refugees and asylum seekersnew approaches to learning about integration and citizenshipThis partnership believe that the long term impact of this project will be to prevent and tackle marginalisation within a framework of equal opportunities for all but offering a range of innovative digital resources suitable for older learners across Europe."