"Lors de la rédaction de ce projet, les partenaires avaient identifié que les compétences numériques sont aujourd'hui extrêmement importantes sur le marché de l'emploi. Elles sont utilisées et attendues dans plus de 90 % des métiers. Les outils de communication sont désormais nécéssaire dans tous les secteurs professionnels. Une fiche d'information publiée en septembre 2017 par la Commission européenne (""A Digital Europe needs Digital Skills""), mentionnait que seuls 56 % des Européens âgés de 16 à 75 ans possèdent au moins des compétences numériques de base. Il nous paraissait important de fournir une formation adaptée au public qui souhaite s'insérer dans la vie professionnelle, et cette formation devait pouvoir s'inscrire dans un apprentissage tout au long de la vie. C'est pourquoi nous avons décidé de produire une formation en ligne, open-source, sous la forme d'un MOOC.Nous avons identifié que les nouveaux médias : Réalité augmentée, réalité virtuelle, vidéo à 360°, publications enrichies partent à la conquête de nos écrans, de nos pratiques culturelles et professionnelles et révolutionnent ainsi notre façon de produire et de consulter des contenus. Néanmoins, bien les Européens soient en contact quotidien avec ces nouvelles formes de contenus enrichis dans leur vie professionnelle et personnelle, peu d'entre eux connaissent leurs moyens de production, leur coût, leur utilisation.....Ces nouvelles technologies sont souvent perçues comme complexes, coûteuses et réservées aux spécialistes et suscitent souvent des réticences, voire de l'anxiété lorsqu'on nous demande de les utiliser ou de les mettre en œuvre au sein d'une entreprise. La méconnaissance d'outils de création faciles à utiliser accroît le fossé entre les ""spécialistes"" ou les ""geeks"" et l'ensemble des professionnels. Les partenaires ont créé et mis en oeuvre une formation européenne sur les pratiques et les outils nécessaires à l'utilisation de 6 technologies impliquées dans la publication et la diffusion de contenus augmentés : l'EPUB 3 (standard du livre numérique), Réalité augmentée, Réalité virtuelle, Vidéo 360°, Vidéo interactive et imprimés augmentés. En pratique, le project Digital Innovative Media Publishing for All regroupe:- Un MOOC de 6 semaines, sur 6 nouvelles technologies de publication de contenus enrichis, disponible sur la plateforme CourseNetworking dans les 4 langues du partenariat ainsi qu'en Anglais- Des boîtes à outils logicielles et des banques de ressources permettant l'appropriation et la réalisation de ces nouveaux médias augmentés- Des modèles réutilisables, exemples et tutoriels afin de se familiariser rapidement avec les technologies abordées,- Des fiches explicatives,- Un guide de mise en œuvre de la formation, adressé aux formateurs, afin de permettre la ré-appropriation, l'exploitation, et la diffusion des contenus produits lors de ce projet. Ce projet s'adresse aux apprenants de tous âges impliqués, mais aussi aux formateurs et enseignants impliqués dans les secteurs de la formation professionnelle continue. Le MOOC (Massive Online Open Course) est accessible à tous. La plateforme utilisée, ainsi que la publication des contenus sur la license Creative Commons permettent son utilisation et/ou sa ré-exploitation sous la forme de modules ou dans son intégralité, en fonction des besoins. En outre, nous avons accordé une attention spécifique à la mise à disposition du contenu pour tous, afin d'éviter de laisser certains apprenants sur le côté. Les contenus ont été adapté autant que possible aux personnes souffrant de troubles spécifiques de l'apprentissage (TSA) qui représentent 8 à 15% de la population en Europe.Durant la période de test puis de réalisation du MOOC, nous avons communiqué et travaillé avec plus de 650 professionnels (apprenants et formateurs).Lors de la période de mise en oeuvre du MOOC, nous avons fourni une certification d'apprentissage pour nos apprenants ayant poursuivi l'ensemble des modules requis : ce certificat vaut 1 ECVET. La diffusion du projet a été impactée par la situation sanitaire COVID19, nous avons reporté nos efforts sur l'organisation d'évènements multiplicateurs en ligne, un gros travail de communication sur nos réseaux sociaux, la création de vidéos archivées sur la chaine youtube DIMPA du projet. Ces actions nous ont permis de toucher plus de 3 000 personnes. Le projet DIMPA est conçu pour fonctionner désormais de manière indépendante. La formation est ouverte à tous, sans délai de réalisation. Chaque partenaire a la possibilité de certifier les stagiaires par l'attribution d'Open Badges. Nous avons autorisé sur la plateforme la traduction, l'importation et la réutilisation des contenus produits par le partenariat. Grâce au guide de mise en œuvre de la formation, nous espérons que la communauté VET et les formateurs s'approprieront les contenus dans les années à venir."

The project ‘recreaMATHS’, is intending to shift the teaching of mathematics to kindergarten, by providing the kindergarten educators and formal/non-formal STEM education providers with meaningful non-formal tools which shift the emphasis from “numeracy skills” and ‘skill and drill practices' to teaching the ‘language of math’ by aligning to this spectrum both the content and the pedagogy of the material produced. As per Southey (2014) “[w]hen numeracy is framed as competency around ‘number’, educators may limit the possibilities for children to make meaning about their world in a range of mathematical ways”. As per this Vice president of Early Childhood Teachers’ Association “[w]hen math is viewed as a language with particular ways of framing the world, educators are more likely to use child-centered practices” (Southey, 2014). Taking this into consideration, recreaMATHS along with its inherent methodologies are targeting towards the following results: (a)The formation of a unique mathematical approach for kindergarten educators which frames mathematics not just as a competency around number, but as socio-cultural product as well as a multifaceted educational field, through a journey of its demonstrated applicability in everyday life, technology, culture and arts, as well as through its correlation with the European cultural heritage. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approaching simple math concepts and reasoning for preschool ages, thus helping the students to develop skills related with “Mathematical Discourse, Logic and Reasoning”.(b)The familiarization of kindergarten educators with the utilization of digital tools and technological innovations (e.g. 3D modeling, printing, publication software) for the construction of modern math manipulates that serve their peculiar educational needs and objectives(c)The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and Visually impaired students, as well as for students with SLDs.By employing methodologies, such as “game-based pedagogies” and “experiential learning” as well as by assimilating the concept of “mathematical exhibitions/ math exhibits” that has widely been adopted in order to conceptualize and delineate both the work and vision of the most reputable Math Museums worldwide, the project recreaMATHS aspires to bring math museum- oriented methodologies in kindergarten classrooms. Such decision, has been based on the rationale that math museum activity is capable of changing the perception of mathematics, especially by developing and strengthening its own language, different from the school language and the scientific popularization. -4 INTELLECTUAL OUTPUTS: *1 methodological guide which aspires to set the ground for the formulation of the synthetic elements of a solid and coherent pedagogical approach.*A sophisticated collection made up of 5 mathematical e-books for kids (4-5 years old) and a second version for children 6-7 years old that could be used in kindergarten and primary schools’ classrooms, both endowed with animations, illustrations and audio material/recordings. A Creation- Kit on mathematical e-books appealing to educators, which aspires to guide the latter on the creative, pedagogical and technical aspects of generating tailor made E-books on math- from scratch. *An entire collection of 12 hands-on plus 2 Virtual Mathematical exhibits for kindergartens, based on the principles of experimental learning and play-based pedagogies. The exhibits will be accompanied by their blueprints, relevant info and pedagogical guidelines, but also by relevant workshops and lesson plans.*A concise 20-hour Module on 3D modelling, printing and photogrammetry which endows kindergarten educators with the appropriate know-how on how to utilize a computer aided software with the aim to ideate, design, illustrate and print out their own math manipulatives and three-dimensional exhibits. A creation kit composed of design maps, thoroughly analyzed instructions and ready-to-print designs (3D) of the 12 mathematical exhibits. -NATIONAL WORKSHOPS (under the IOs): * The entire IO2 methodology (E-books and Creation Kit for math E-books) will be transmitted to kindergarten educators and students. It’s been estimated that 200 students and 25 kindergartens in total will participate during the national workshops. * A 20-hour training course on 3D Modelling for the creation of interactive math exhibits/tools/ games in each partner country with the participation of at least 10 kindergarten teachers/STEM educators and educational providers *After their printing, the hands-on exhibits will be experienced by the students of national kindergartens of each country. It’s been estimated that 200 students and 25 kindergarten teachers in all the partner countries together will participate during the national workshop

“TOUR FR(I)END- Friendly Redesign of Inclusive Experiences N’ Destinations for Deaf people” (TOUR FR(I)END) project aims to empower Deaf and hearing impaired people’ Inclusion and Development of Career opportunities of young people by Cultivating the Use of International Sign language in the field of tourism through a phygital toolkit and a serious game. The 2019 OESC report provides strong evidence that young people (15-24) in Europe are struggling to find work (15% of them are unemployed). On the other hand tourism is accounted in 2018 for 12.7 million persons employed. One of the most significant attempt in tourism is to create products and services that are accessible. However very few efforts have be done in terms of accessibility of Deaf people. The Statista (2015) estimated that 119 million people in the whole of Europe were deaf or hard of hearing. As “Tourism activities of Deaf people” (2013) research reveal the greater barrier Deaf people meet, is No Sign language provision. The vast majority of Deaf people suggest having the possibility to talk in sign language during a trip will enhance their accessibility and choice of destination. BLS predicts a 29% increase of interpreters of Sign language by 2024. TOUR FR(I)END proposes an innovative methodology through a phygital toolkit and a serious game, for developing both deaf and hearing young people skills competences and employability, as well as enhancing the accessibility in Tourism. More specifically the outputs of the project involve:O1- Methodological guide of TOUR FR(I)END projectO2- Learning training guide for basic skills of people working in touristic industry (especially in terms of language, dialogs etc)O3- Learning training guide for learning basic sign language phrases using them in the field of tourism (hotels, airports, booking companies, tourist offices etc)O4- Learning training guide for trainers focusing on touristic industry basics, international sign language and use of created game-toolO5- TOUR FR(I)END phygital Serious GameOBJECTIVES of “TOUR FR(I)END” project:-To promote social inclusion of Deaf people and accessible tourism-To support deaf and hearing young people (18-24) in acquiring and developing basic skills and key competences in the field of accessible tourism-To create an innovative phygital toolkit and serious game promoting open education and innovative practices in a digital era-To strengthen youth trainers, coachers, career advisors and relevant professionals skills-To create an innovative and efficient toolkit that youth trainers and relevant professionals can implement to their workTARGET GROUPS of the project are:-youth organisations, training centres, social innovation centres, organisations that deal with gamification processes (employees/ researchers/ youth trainers/ youth workers/ other professionals), institutions dealing with inclusive and accessible tourism/ disadvantaged groups/ deaf or hard of hearing people/ entrepreneurship education)-organisations that fall in the travel and tourism industries, namely the total of all businesses that directly provide goods or services to facilitate business, pleasure and leisure activities away from the home environment (tourism executives, hotel staff, travel agents, tour guides, HR managers)-deaf associations and sign language schools (deaf or hard of hearing people). The project meets a transnational need for innovation in the field of assesible tourism for Deaf people through a phygital toolkit and serious game.The partners Les Apprimeurs (France), CiP (Cyprus), Challedu (Greece), Enjoy Italy (Italy), SCS LogoPsyCom (Belgium), comes from different backgrounds and are capable to create a holistic approach. The materials and method that will be developed through the project, will be of globalinterest and will have the ability to be applied in different environments.

The recent COVID-19 pandemic has resulted in schools closing all across the globe, leaving over 1.2 billion children in 186 countries out of the classroom. As a result, education has seen a dramatic change, with the rise of e-learning, and teaching taking place remotely and on digital platforms. Meaning that teachers have dramatically changed their learning and working materials to digitised options. Many teachers who have never had such experience before, and who have not received sufficient training on how to deal with such a crisis in pre-service and in-service training processes, were caught unprepared for this process. Additionally, recent research suggests that online learning has been shown to increase retention of information, (Zeglen & Rosendale, 2018) and take less time, meaning the changes caused by the pandemic might be here to stay. However, with this sudden shift away from the classroom in many parts of the globe, it became clear that there is a lack of proper teacher training in online learning as only 20% of the countries in Europe provide training on distance education to teachers. In fact, the partnership during the preparation of this proposal conducted a needs analysis of teachers and one of the biggest concerns appeared to be the sudden shift to online training and their lack of training and experience in that matter. This also aligns with the increasing need for the acquisition of digital skills for high-school students, as they are an important part of life not only for their university life but also for employment later on. More and more workplaces worldwide, require digital skills. In most developed countries, digital skills have become almost necessary for employment. Around 90% of jobs in the EU require at least some level of digital skills, rising to 98% for managerial positions (European Commission, 2017). However, despite the growing evidence of the need to include digital skills in education as a core competency, very few countries include digital skills in school curricula (European Commission, 2017). Moreover, despite the importance of digital skills nowadays, 80 million Europeans are digitally excluded. Digital exclusion, according to European Commission, is part of the overall challenge of exclusion, a widespread and growing phenomenon that takes its toll in life paths like poor lifelong earnings and an increased risk of marginalization. There are many people currently excluded for reasons of low income and education, location, culture, or various disabilities, such as autism. Autism Spectrum Disorder (ASD) is a disorder that affects every individual to a different degree. It is a lifelong complex developmental disorder, characterized by impairments in social communication, social interaction, and social imagination (Wing & Gould, 1979). Representing an estimated 7 million people, ASD is labelled as the fastest-growing disorder with an annual growth rate of 10-17%, according to the Autism Society.Therefore, in an attempt to minimise the digital exclusion of students with autism while at the same time, contribute to the professional development of secondary-school teachers, so that they are well-equipped to cope with the sudden shift in education due to the COVID breakout, we propose a project with the following objectives:•Develop an e-course with educational materials, a serious game, and visual thinking video tutorials (specially designed for students with ASD) to train them on the basic digital skills they are going to need when they graduate from school•To deliver a training course to directly train secondary-school teachers on online learning, a skill necessary for their professional developmentResultsIO1 ASDigital e-course and piloting (O1), ASDigital Teacher's Guide (IO2), Serious educational game for digital skills (O3), visual thinking video tutorials for e-course (O4), ASDigital E-learning platform (O5), all interconnected. 2. 21 VET trainers, trained on how to train secondary school teachers through the use of the Educational package and the e-Learning platform (C1)3. 35 teachers trained in distance learning (C2) 4. a number of ASD students taught basic skills in the piloting of the e-course developed4. 7 multiplier events to promote the project, its intellectual outputs, and its outcomes among teachers, educators, individuals with ASD- and other stakeholders (SEN/ASD associations, SENCOs, education organisations, Universities, incubators, authorities, other stakeholders) (E1-E7)

"The last PISA results (2015) show that 20,6% of EU students are low achievers in science (+4% since PISA 2012). In mathematics, the results are even slightly worse with 22.2% of European students who are low achievers in maths, slightly up since the previous PISA test (2012). This means that more than one out of five youngsters in Europe is not equipped with that basic skill necessary for numerous valuable jobs in our current economy. With only 4 countries in science and 2 in mathematics with lower underachievement than the benchmark fixed by the EU (15%), the problem of STEAM level is still of critical and transnational importance. Learners also often believe that the difficulty is too high for them and that they cannot do anything about it.It is therefore essential to work on improving the level of EU pupils in STEAM. To do so, it is critical to foster the students’ engagement and motivation by offering innovative ways to present and work on STEAM within the school system. Based on their respective expertise and research, the partners are convinced that the concept of educative escape rooms/games can play a very positive role on improving education in general and the learning of STEAM in particular. Escape rooms have a great potential as an educative tool as they rely mostly on knowledge, reflection, problem solving and collaboration. In addition, they create a positive level of engagement from the players to the topic of the game. All these characteristics are extremely positive aspects in the context of school education.The objective of this project is therefore to create a methodology, tools and practical examples of escape rooms adapted for school education on STEAM. The program and the tools will be directed at the teachers and educators of secondary education in order to give them access to a new range of possibilities to teach this specific topic and potentially others.The methodology will integrate inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (for instance dyslexia or dyscalculia). The results of these learners tend to be lower than average in STEAM, not due to a lack of capacity but due to their difficulties with some aspects of the formal approach (especially in mathematics).STEAM is also an important cultural aspect of our lives and the history of European societies and has been a key factor in the creation of Europe as a culture: from the debates of the ancient Greek to the modern scientific programs passing by the Enlightenment. In the scenarios of Escape Room, this project will also raise the learners’ awareness on the European cultural aspects of STEAM and on positive scientific figures. This will allow learners to develop the ""cultural awareness and expression competence"" listed among the Council Recommendations of 22 May 2018 on key competences for lifelong learning.Through the creation of this project and its intellectual outputs, the 2 main expected end results of this project on its completion are:The improvement of the STEAM teaching skills of the teachers involved in the project and targeted by dissemination activitiesThe improvement of the STEAM skills of the students, including disadvantaged ones, between 12 and 18 years old involved in the project as well as of all the learners taught by the teachers targeted by the dissemination activities.To achieve these goals, the project partners will develop:1 Pedagogical guide in 6 languages (digital) “Escape room for education“ 1 Creation guide in 6 languages (digital) “How to create pedagogical escape rooms?”15 lessons packages integrating the lesson content and escape rooms within the lesson 300 learners testing the material with 10 teachers directly involved1 “Escape Classroom Generator” to support the teachers in the creation of new escape rooms with 400 synopsis, tools, advices, and recommendations1 online training course module worth 1 ECVET point followed by 40 people10 best practices with description of the implementation of an ER and/or its creation At the end of this project, the partners wish to provide the first European portal of free resources, designed and approved by professionals: teachers, researchers in education, scenario specialist and ICT professionals to implement escape rooms in schools in general and on STEAM in particular. We wish to positively impact the youngsters’ motivation to study STEAM, their taste and interest in it and finally their STEAM skills, providing an inclusive learning environment for learners with SLD.To do so, we have developed a project plan and integrated outputs that are expected to have an impact on the awareness of the teachers on the non-formal learning approach of STEAM and gamification, to develop their capacity to use escape rooms for STEAM education and for education in general, as well as on their capacity to create content and on their actual use of approach in their daily practice."