In the current COVID-19 pandemic we see that previously established competency-based learning scenarios with sufficient active and collaborative learning are at risk. This is particularly frustrating for the hard-hit healthcare sector, because now more than ever workplaces are desperate to attract an adequate intake of competent young professionals, and teaching staff, who were already scarce, are often fully occupied with patient care.For teaching and learning viewing skills, high quality digital tools for a) assessment with 2D/3D images and b) capturing and visualizing the outcomes of learning activities (learning dashboards) are lacking. Such tools would support teachers in teaching visual competencies and enable learners to share a knowledge base, a joint focus and a joint means of communication. For microscopic pathology as an example of a discipline that is highly dependent on visual imaging technologies the availability of a package of high quality digital tools, training material for medical teachers to acquire digital pedagogical competencies and a good practice example of a online flipped classroom scenario for teaching medical students visual competencies with whole slide images (WSI), could make a valuable contribution to promoting excellence in teaching in higher education.Objective of the cLovid (collaborative Learning of viewing and decisionmaking skills) -project is to provide:1) the technical conditions necessary to adapt flipped classroom scenarios with active and collaborative activities for microscopic pathology to contextual factors such as enforced social distancing (COVID-19 pandemic), limited campus facilities or the wish to offer distance learning to overcome difficulties with access to education imposed by geographical distance. 2) teaching material for training medical teachers in digital pedagogical competencies; (a) for flipped classroom courses with active and social activities in general; and (b) for supervising online scenarios for microscopic pathology teaching with task-based and collaborative learning activities in particular.3) evaluations and research on pilot implementations of a methodological framework with a good-practice example of a flipped classroom course on microscopic pathology for undergraduate medical students. Here, both individual tasks and collaborative learning activities are fully online and supported by high quality digital content and toolsA strategic partnership of a) the E-Learning Competence Center of the Institute of Medical Education and Student Affairs (IfAS) of the University of Muenster, Germany; b) the Image Sciences Institute (ISI) of the Imaging & Oncology Division of University Medical Center Utrecht (UMCU), the Netherlands and c) the Centre for Research on Learning and Instruction (CerLI) of Faculty of Education of University of Turku, Finland will bring together their specific IT, educational technology and pathology-specific teaching expertise to achieve the best need-payoff possible and maximise the opportunities to disseminate its outcome throughout the European higher education sector.Work packages will be:WP 1. Project management and communication, progress and financial reportingWP 2. High quality digital content- Selection of appropriate course content for undergraduate microscopic pathology education- Design and realisation of assignments and digital content (digital slide images) for task-based learningWP 3. High quality digital tools- Selection of appropriate tools (e.g. open-source viewer and archiving system)- Adjustment and extension of VQuest assessment software- Adjustment and extension of PRISMA learning dashboardWP 4. Pilot implementations of a methodological framework with a good -practice example of an online flipped class-room scenario for microscopic pathology teaching- Designing methodological framework- Designing and creating pathology cases in VQuest and virtual group activities in videoconferencing system- Creation material for just-in-time online instruction supervisors and students for implementation- Arranging and carrying out microscopic pathology course in pilot implementations of the online flipped classroom scenarioWP 5. Development of digital pedagogical competencies- Development of training material for medical teachers- Organizing and carrying out the transnational training eventWP 6. Evaluation, research and dissemination- Evaluation of and research on teacher training and on pilot implementations of methodological framework with good-practice example.- Presenting and publicizing within the international medical education communitySince the teaching of visual competencies with 2D/3D-images in an active and collaborative way is also important in many other domains like geography, traffic engineering, physics and chemistry, there is a potential to transfer the methodological framework developed here to fields other than pathology.

"<< Background >>The COVID 19 health crisis revealed the needs of citizens to use digital tools in education, in many professional and cultural sectors, and unveiled problems of distance communication. While digital tools offer a powerful resource for breaking isolation in times of health crisis, the lack of training in their use can turn these opportunities into real suffering, as many citizens compelled to mobilize digital exchanges and tools revealed. This observation offers the first set of needs to which CORDIALIS wishes to respond. The second set of needs that we wish to address also concerns the problem of isolation and digital insecurity, but this one is linked to the geographical isolation of citizens living in remote, isolated or rural areas. For these populations, digital tools, practices and skills can offer real opportunities to compensate for geographical isolation: connecting places of learning, online commerce, cultural exchanges. However, the studies we consulted, as well as the interviews we were able to conduct in the regions of the different partners, reveal that the digital habits and skills of populations living in isolated areas are often insufficient. Thirdly, foreign language learning is also an important means of combating isolation. Our project therefore devotes special attention to this field of distance learning and aims to make methodological improvements in the pedagogical devices. In distance language learning and teaching, motivation and interaction are affected in several ways: the natural-like discussion and interaction based teaching lacks verbal (e.g., simultaneous speech, feedback and natural turns in discourse) and non-verbal authenticity (e.g., eye contact, facial expression and body movements). In a small-scale survey on distant learning, interaction and motivation (University of Turku, January 2021), pre-service and in-service language teachers answered that they would like to have new tools and support for using new technology, to acquire new tips and methods for distant teaching, and to learn new methods for group management and for increasing interactivity during distant teaching. Distant learning and teaching could be combined and allow participants to engage and interact in their own way.This is also true for cultural centers such as media libraries in small towns for which the development of digital tools and skills could offer important resources to improve the cultural and informal training offer in these remote areas.CORDIALIS will fill these digital gaps as our objective is to contribute to the improvement of skills of citizens living in remote areas by connecting them through what they have in common and which constitutes their wealth: their local cultural heritage and crafts. In CORDIALIS we want to mobilize digital skills and practices in order to enhance the local heritage in the partner countries, to connect these citizens, to accompany them in the development of their digital skills and to strengthen their common awareness of belonging to the European entity.In a concrete way, we wish to provide training tools in digital skills for professionals working in these isolated areas or being in contact with citizens living in these areas. The professionals concerned are: adult education, informal (or hybrid) education and foreign language professionals. We also target the needs of professionals in cultural and informal education centers (especially media libraries) as well as those of artisans who carry on local traditions and know-how. A central idea of CORDIALIS is that local cultural specificities can emerge strengthened from an online presence and offer central resources to enhance communication and inter-comprehension among European citizens, increase their cultural awareness (one of the key competences of lifelong learning) and their educational and economic opportunities.<< Objectives >>Project Result 1 aims to identify the recurrent problems occurring in distance language learning and non-formal learning situations in virtual exchanges, proposes practical solutions and tools to tackle the problems of motivation, interactivity and group management. For a large majority of citizens, online exchanges are a new form of communication, participation disruptions (such as disengagement) during online activities are numerous. By identifying these problems and by finding solutions, PR1 aims to promote and foster the quality of online exchanges in the field of formal and informal education, cultural mediation, and online presentation of local heritage and crafts. The more general objective is to equip citizens and professionals in remote areas with concrete know-how to improve their digital practices and give tools to enhance life-long learning.The work package “Project Results 2” aims to create participatory, non-formal activities, highlighting elements of local and rural cultural heritage, in different professional and informal contexts. It intends to create a program and activities for an interactive, virtual art-based campaign to help local artisans and art professionals to present and showcase their crafts, traditional skills and products. PR2 aims also to provide activities and tools for facilitators, librarians and cultural services to organise online and offline cultural events, and to create opportunities for professional/convivial encounters for an audience living in rural and/or remote areas. In addition, we strive to create a digital concept and tutorial support for adult language learners, so that they can practice the language and digital skills, enhance their own local heritage and possibly create or translate content for local artisans. Finally, our objective is to develop innovative formats so that the tools and resources best suit the specific needs of our target audiences.The objective of the work package “Project Results 3” is to develop a method of evaluation and training tools for digital skills and digital interactions, adapted to the needs of citizens and professionals living in geographically remote areas. The general objective of the PR3 is to accompany these target groups in the assessment and improvement of their digital practices and skills.The central and innovative idea is to develop a qualitative self-regulation assessment and training method/tool based on the analysis of video recordings and grids. The use of video recordings for the development of assessment and training tools ensures that the groups which will implement these tools will be able to draw on their existing knowledge and experience to learn or improve new digital skills. These new training tools can therefore be adapted to the specific needs of each target group (e.g. trainers, craftsmen). Finally, as a large part of the CORDIALIS project's production will be online, the PR3 will be implemented in the course of the project itself to ensure internal evaluation of the accomplishment of the tasks.The work package “Project Results 4” is built on the basis of the previous product results and is dedicated to the accessibility, promotion and sustainability of the project products. This PR’s tools are intended to empower professionals to use and adapt the project’s products and to provide a multimodal on-line support in the long run. The primary objective is to create a website as an educational tool that hosts and presents all the products of the project. This platform would ensure that podcasts and tutorial videos are permanently accessible and that method sheets, evaluation grids and educational resources can be downloaded free of charge by all users. We also aim to train professionals so that they can harness the full potential of our resources and learn to adapt them to their specific practices. Finally, our goal is to list and annotate (video and method sheet) tutorials in order to make them sustainable in the long run.<< Implementation >>PR1 manual is based on surveys and online interviews with teachers and learners to prepare content for the methodological bases of the project. A manual will identify situations and techniques to foster interactivity and motivation, and describe methods for group management in distance learning/teaching. A set of 36 pedagogical cards will a) present specific Problems and Solutions (P/S) related to peer-learning in distance education (e.g., demotivation, disengagement), b) give practical guidelines for the distribution and negotiation of tasks and roles within a group, c) present principles of self-assessment and evaluation grids during distance activities. We will also offer a workshop plan and model to use in different educational online environments. A 4-hour workshop will be run, and a set of 12 short audio/video podcasts will be registered afterwards, to answer the specific problems emerged during the pilot workshops.In PR2, we would like to produce tangible results and a series of co-construction workshops to design, test and promote non-formal learning activities. We aim to develop a set of participatory activities, to create virtual, art-based campaigns to promote local cultural heritage, craftsmanship and artisan products. For learning centres and libraries, we create a 10-item exhibition model with a 3-step co-construction workshop plan with an instruction guide for professionals to help them to create their own exhibition on local culture, by including their public. We also create a model for language learners to make and share virtual video guides on local cultural heritage. All these products will be accompanied by tutorials so that professionals and language learners can reproduce them. We will organize co-construction workshops (supplemented with a pedagogical video lesson on their process) and two types of multiplier events in order to bring together participants with very different socio-professional backgrounds.PR3 is built on the scientific analysis of online social interactions. In order to carry out this analysis, we will video record digital exchanges that will take place in CORDIALIS - with the explicit and informed agreement of the participants. Drawing on conversational analysis and ethnomethodology, we will identify sequences of turns of speech as well as recurrent ways of organizing exchanges or solving problems. These analyses will allow us to build observation and analysis grids that are valid for any type of online interaction and that will allow target groups to reconstruct their current skills and aim for progress by targeting appropriate new digital or soft skills. The PR3 tools will also be applied to CORDIALIS itself in order to ensure the quality of the exchanges and the tasks accomplished. The tangible results will consist of 4 assessment grids with explanations, complemented by a video tutorial. In the framework of PR 4 we would like to construct a website as a pedagogical tool, accessible in English and in all project languages (French, Italian, Finnish, Lithuanian) – containing a general description of the project and its objectives, all the pedagogical resources developed in the framework of the project, testimonies from workshops participants and professionals, visual materials, etc. We will also make short video demonstrations of each of the first three product results where the resources are presented in a pedagogical way. We also aim to run training courses for professionals to present them the project’s methods and products and to support them in adapting them to their practices. A series of 8 podcasts will be recorded, based on feedback from teachers and professionals who have tested our products. These podcasts aim to share good practices in remote cultural communication.<< Results >>We expect impacts of work package 1 at two different levels. On the one hand, we expect concrete progress in the online communication of the target groups and, on the other hand, the results developed in PR1 will form a pedagogical and methodological basis for the work package 2 of the project.Language teachers and learners will be able to conceive interactive and art-based online activities for language learning. Craftsmen and cultural educators will be able to create online events and exchanges with customers and understand which steps lead to positive interactions and which attitudes need to be changed. The learning resources in this work package aim to contribute to the empowerment of learners and professionals who wish to improve their skills in digital literacy and lifelong learning competences. By delivering tangible products and activities within the framework of ""Project Result 2"", we intend to support artisans living in remote regions in the development of an effective interactive virtual communication with their audiences and potential clients. We hope to help consolidate a network of clients and professional opportunities in order to prevent rural migration. With the resources developed for local learning centers and libraries, we want to overcome the lack of hybrid tools to create cultural events that can foster local community life and cohesion, and thus fight against isolation. Our formulas will also make it possible to acquire new digital skills and practice them as part of a non-formal learning process. Language learners, finally, will be able to practice a foreign language and the manipulation of digital tools also in a non-formal setting, adapted to adult learners, and strengthen their cultural identity by sharing elements of their local heritage.By building intuitive evaluation and training tools for virtual exchanges, the objective of PR3 is to contribute to the reinforcement of the digital skills of professionals and citizens who will have participated in CORDIALIS. The objective of PR3 tools is to allow citizens to progress by relying on their experience and existing know-how, and to make them autonomous in their learning by allowing them to identify their own possible progress. These formative evaluation tools can then contribute to a wider improvement of the digital skills of the populations in isolated areas through active dissemination. For project partners, PR3 provides a qualitative method of evaluating and monitoring project tasks that they can use to improve their participation in future projects.With the pedagogical website of the project, we hope to offer a complete view of interactivity and self-assessment tools to language learners and craftspeople. With video demonstrations, testimony podcasts and digital formats of resources adapted to the working life of adult learners and professionals, we intend to support the life-long learning motivation.The training sessions, organized in the framework of “Project Result 4”, help familiarize librarians, facilitators, language teachers with the new tools and integrate the resources in their daily practice. The consortium partners will also benefit from these trainings: the sessions will help to strengthen their professional networks around the newly designed activities, and to exchange on field experiences."

The 21st century world is becoming increasingly complex and uncertain. As the pace of social, technological and political changes is constantly accelerating, it is increasingly important for people to be able to learn from the future and gain individual navigation skills that are needed to keep up with the pace of the surrounding world. Climate resilience is a resilience of the system and low carbon development, aiming at ensuring sustainable development and keeping emissions at minimum, is a necessary development approach for the future of humankind and our biosphere. Quality education can be one of the most effective and necessary ways to increase the resilience to climate change in societies. One of the core goals of SUstainability and Climate Change Education in Sri Lanka for Systems change and FUtures Literacy (SUCCESSFUL) is to enhance Higher Education Institutions’ (staff and students alike) capacities in climate change and sustainability education to enable systems change and futures literacy in preparation of the climate and sustainability challenges in Sri Lanka.In detail, the project addresses the Strand 1 call priorities by:1. Enhancing management of administrative capacities through contributing to strengthening of the internationalisation strategies (through student and staff mobilities and capacity enhancement of international management and financing and quality assurance in planning, monitoring and evaluation of projects 2. Ensuring high quality and relevant education by the implementation of learning mobilities, intensive study and training programmes to enhance capacities of staff and PhD students and design and implementation of new blended and digital climate change and sustainability modules in Sri Lankan HEIs3. Increasing the accessibility of the students/staff with fewer opportunities through equal access to digital climate change university for ALL in Sri Lanka thus promoting inclusive learning opportunities to foster equity

<< Background >>CONTEXT OF THE GREENING GAMES PROJECTDigital games are entangled within the dynamics of environmental sustainability on many levels. On the one hand, games have been explored and praised as powerful tools for behavioural and social change. Initiatives such as “Games for Change” or “Games for Our Future” are flagship examples of the way games can educate about climate change and empower their players to act more ecologically in their lives. On the other hand, a growing number of studies demonstrate the infamous role digital gaming plays within the context of climate change (Gordon 2020, Jansen 2019, Chang & Parham 2017). For instance, a Greenpeace report addresses the issue of the unsustainable and environmentally harmful gaming hardware production and disposal practices of the “biggest players” in the field as well as the so-called culture of obsolescence. Another unecological dimension of video gaming points to its growing reliance on cloud computing, which requires data centres generating huge amounts of energy and often powered by non-green energy sources (Mills et al. 2019). Lastly, the very production and development of video games is exposed to unsustainable practices. It is only recently that the topics of greener coding, greener workflows or more environmentally conscious workplaces, have gained visibility in the game industry (UNEP). NEEDS THE GREENING GAMES PROJECT ANSWERSThe relationship between digital gaming and ecology is a complex one and thus requires cooperation across borders and disciplines. This need has been recognized by a UN-supported initiative the “Playing for the Planet Alliance” whose partners have committed to collaborate towards a greener future within the video games industry. A comparable cumulative effort has not been seen yet among HEIs. In fact, video game and digital media educations rarely, if ever, touch on the environmental cost of the industry in any depth whereas the biggest businesses (Sony, Ubisoft, and others) are beginning to address this in their companies. Greening Games wants to address this gap by initiating cooperation from leading European HEIs, who research and educate within the fields of media and game studies as well as video game design and development.<< Objectives >>Our main objective is to develop, test and distribute flagship didactic materials addressing the interdisciplinary nature of green digital gaming. These will be tested in selected higher education programs and finally shared as open access content for the broader academic and teaching community to use. It is our core strategic responsibility to educate students about the relations between digital games and environment. The more aware students of today will become greener game designers, programmers, and academic leaders of tomorrow. At the centre of our partnership’s didactic philosophy are human responsibility, ethical game design and sustainable gaming culture. The specific objectives of the project are: SO1: To raise awareness among bachelor and master’s degrees students enrolled in media and game related programs about the environmental impact of digital games.SO2: To increase students’ knowledge and adaptation of existing solutions allowing to reduce negative impacts and maximise the medium’s potential for conveying positive environmental behaviours.SO3: To spark research interest in the improvement of those existing solutions and in the development of new ones by getting more students to choose topics related to green gaming for their bachelor and master thesis. SO4: To facilitate the uptake of pedagogical resources on green gaming by lecturers and professors in game design, media, and cultural studies degrees.SO5: To lay the ground for the establishment of a European community working on green gaming.<< Implementation >>The Greening Games project will start on the 22/11/2021 and last 36 months in total. It is structured around 4 Project Results, the creation of an Advisory Board and a range of sharing and promotion activities. CREATION OF AN ADVISORY BOARD (M1)A multidisciplinary and multisectoral Advisory Board (AB) will be put in place at the beginning of the project to bring additional expertise and a complementary viewpoint to the project. It will ensure that all important aspects of green gaming are encompassed within the project approach, research work and learning outcomes. PROJECT RESULT 1: REPORT ON NEEDS AND STATE OF PLAY IN TEACHING GREEN GAMING (M1-M12)Greening Games aims to identify, list and analyse green gaming in terms of teaching challenges, needs and practices; best practices and skills needs within the private sector; and available resources (e.g., literature, example of games, etc.). To achieve this, partners will:-Design a dedicated research methodology;-Perform a needs’ analysis through the use of 85 surveys sent to the academic and private sectors and their follow-up interview format (6-10 interviews). -Compile the analysed results and information into a Report which will support the production of pedagogical resources on green gaming. PROJECT RESULT 2: CREATING, TESTING AND ASSESSING PEDAGOGICAL RESOURCES ON GREEN GAMING (M13-M31)Greening Games will produce comprehensive and modular didactic materials on green gaming, which can be shared and implemented by other European universities into their already existing programs. After defining an overall pedagogical framework, the Greening Games partners will develop the pedagogical materials and test them for one semester in 7 different educational programs. All tested resources will be evaluated by the teachers and students involved in the pilot phase as the basis of their future improvement. PROJECT RESULT 3: ONLINE REPOSITORY (M19-M36)The Greening Games online repository will host and offer in open access all the materials produced for A beta version of the online repository will be set-up for the pilot phase then continuously improved until then end of the project. PROJECT RESULT 4: SUSTAINABILITY KIT (M31-M34)To facilitate the transferability of the project results and their replicability, the Greening Games will produce a Sustainability Kit which will compile the PR1, a consolidated and enriched version of the PR2 and the project final Conclusions and Recommendations for the future teaching of green gaming. MULTIPLIER EVENTSSix multiplier events will be organised to share the results of Greening Games: two webinars to present and exchange on the results of the Report (PR1), three conferences to disseminate all project results and foster networking activities between various stakeholders interested in green gaming, and one green gam jam to raise awareness among students. AMBASSADORS SYSTEMDuring the project lifetime and after its completion, the project partners, associated partners and advisory board members will continue to share the results of the projects and their experience in teaching green gaming whenever they attend relevant conferences, festivals, fairs or other types of events.<< Results >>Greening Games will produce 4 Project Results:-PR1: Report on needs and state of play in teaching green gaming-PR2: Creating, testing and assessing pedagogical resources on green gaming -PR3: Online repository -PR 4: Sustainability KitThe Project Results will be structured around 4 thematic areas representing the multidisciplinary of green gaming: -Games Infrastructure -Games Production -Games Culture-Games ContentThe project activities will lead to three main types of outcomes:1) The didactic materials will reach a total of c. 305 students enrolled in different study programs. The cohorts of students concerned will come out of the test semester more aware and knowledgeable of the links between digital gaming and environmental sustainability. All PRs will support the uptake by teachers of green gaming topics, leading to more environmentally aware, ethical and responsible educational systems. 2) By promoting project-based and research-based learning format resources, the consortium aims to have bachelor and master students consider one or more aspects of green gaming as their thesis topic of choice. Combined with the 2 scientific articles to be produced based on the project’s didactic and research activities, this increased research interest in green gaming will be one of the long-lasting outcomes of the project. 3) The transnational cooperation established for this project (full and associated partners, stakeholders contacted for the needs analysis) will form the core of a new EU community working on green gaming that will live on after the project completion.

Many social challenges that we are facing, such as climate change, inequality or poverty, have been further developed in a short space of time by the COVID-19 pandemic. Many dark narratives are being created, with environmental, social and economical crisis in the first line. But, uncertainties should not frighten or paralyze us; they should help us anticipate and prepare.In the project “Imaginarium,” partners for Luxembourg (Art square Lab), France (Co-Actions), Ireland (M-Powered) and Finland (University of Turku) are going to introduce creativity using Design Thinking and Futures Thinking methodology that will enable a proactive search for possible development solutions for tomorrow.Young people will be ensured that designing the future is, on the one hand, a search for opportunities and potential, and on the other hand, systematic, purposeful and initiating practical solutions, aimed at responding to uncertainty. On the other hand, youth workers will be supported with the research, materials and tools to introduce Futures Thinking and Design Thinking as regular creative ways of thinking for young people, adapted to the new realities. PROJECT OUTPUTS/ACTIVITIES•EVIDENCE-GATHERING REPORT on CHALLENGES FOR FUTURES (Country Reports on challenges young people face in connection to sustainability, based on the research. Qualitative report. What young people think about the future? What do they see as the main challenges now?)•CREATIVITY ASSESSMENT TOOL FOR YOUTH WORK (Creativity Assessment Tool developed with support of the researchers from University of Luxembourg)•Tool-kit FOR CREATIVITY (Toolkit for creativity and Design Thinking for innovative education, with materials like cards and canvas and board game useful for youth workers - materials will be implemented and tested during the project) •GUIDE for FUTURES THINKING for YOUTH WORK (Publication: Futures Thinking in Youth Work - guide for youth workers)•WEB PLATFORM: Website, Blog, Facebook page – a database of materials (Digital platform with examples of “Sustainable futures project” created by young people during Thinkacton)•EVENT THINKACTON (1 per country) for 30-40 young people per country •A series of MULTIPLIER EVENTS (6 in total, implemented in all partner countries)•JOINT STAFF TRAINING EVENT (2 JSTE) for staff and associated youth workers, allowing them to build further their creative competences•LEAFLET promoting the project•YOUTUBE CHANNEL capturing the most important impressions from the projectThe partnership desired impact is to be considered a referral point for further activities in the field of education for creativity (using Futures Thinking and Design Thinking) thanks to innovative methodologies, tools and approaches used and produced during the Imaginarium Project. •Bring the creativity in non-formal educational system thanks to the Design Thinking and Futures Thinking and creative problem-solving methodologies•Supporting students and educators in developing new sustainable ideas for positive futures•Support educators with materials useful for teaching creativity and sustainability •Support educators with a tool to measure creativity of young people •Professional development of staff and stakeholders: intensive training about the use of creativity in education of young people•Encourage young people to implement their ideas: inform them about the funding possibilities for Solidarity Projects (Erasmus Plus EU Program) and provide them with basic project•management skills fostering social entrepreneurship and employment .The project will be directly addressed to the staff of partner organisations (6-8 persons), youth workers invited to take part in the project (16-20 persons) and80-120 young people. Indirectly, thanks to the diverse expertise of the partners, their geographical distribution and wide networks, the project will address non-formal education sector on national and European levels.