When this project finishes in 2017 we hope to have acheived the following:Four partner VET schools from Italy, Spain, Denmark and Sweden will produce an online CBT based course in pneumatics for Upper secondary students. We aim to make a standardized course that could be used all over Europe. To do so we will use ECVET terminology to describe learning outcomes, skills and required knowledge. Pneumatics is a suitable field of knowledge for this kind of project since it isn't tied to a certain brand, factory or country. The working language of the project and the course will be English. Thus we hope to teach our students a vocabulary useful in this specific field of knowledge. The mobility experience will also give both students and teachers the opportunity to know new cultures, countries, school systems and make new valuable connections. On line studying is the future of education and it will make life long learning possible and accessible to many more target groups than before. The course material will be presentetd on a platform and a web page which the project partners will produce and the project manager will update and maintain. The course material will be free and accessible to anyone wishing to give the course in the future. This course may serve as a standard model for other CBT on line courses in various fields of knowledge in the future.The project will be disseminated to all students and staff at the participating partner schools and at various other local, national and international occasions.

"Europe is looking to Industry 4.0 – or the Digital Transformation of Industry – as the opportunity to lead the world in advanced technology. Automation, greater flexibility, adaptive control and autonomous decision-making processes are at the core of this transformation. The OPENIN project aims to help higher VET, HEI´s institutions and technical Universities, as well as enterprises using automation systems (especially SME´s) to cut costs and embrace innovation by providing them with training materials for both students/employees and teachers, using free open source hardware and software for designing and configuring automated systems.In consequence the OPENIN project aimed to and carried out the following:• An analysis of the teaching possibilities that free hardware / software offers the design of automated systems • Development of teaching materials for designing automated systems using the Arduino open source application (considered the best software option after research) • Development of innovative high technical level training materials for higher VET, HE institutions and enterprises • Creation of pedagogical tools for the training of students based on real cases • Creation of a working methodology that allows the adoption of common criteria for designing automated systemsThe project subsequently developed the following:1. An OPENIN Course for students in Industrial Automation using the Arduino open source applicationThe fully developed training course for students in the field of Industrial Automation at EQF level 5 or above is freely available on the project web site (http://www.openinproject.eu/). The revised course covers the following topics over 14 units of learning A. - Introduction to basic programming (Units 1-6)B. - Industrial Sensors (Units 7-8)C. - Industrial Actuators (Units 9-11)D. - Industrial Communication (12-14)Beyond the initial scope of the project and in response to pilot student requests, the partnership also facilitates access to ""hands on"" design development practice for students/those with no access to Arduino boards via an OPENIN online Arduino lab. The Ardlab can be accessed and reserved via the homepage of the project website for individual use. 2. An OPENIN training course for teachers and employersThe OPENIN training course for teachers and employers is also available on the project website to prepare trainers to apply open source applications in their schools or companies. Materials for staff include the advantages of using open source platforms and applications, supporting, units of learning for use with students/trainees, pedagogical explanations, a list of pre requisites for each unit, solutions to different cases and exercises, expected learning outcomes, credit allocation and assessment criteria suggestions.The 4 OPENIN project partners, three HEI - ISEP (PT), TEI Crete (EL) and Politeknika Txorierri (ES), and one VET institution APRO (IT) actively promote free open-source software as an effective way to modernize educational technical training and small or medium sized industrial organizations and support innovation. Each partner has widely piloted the OPENIN training materials with teaching staff in their countries in 30 h´ training courses between 2017-2018, with full follow up testing of materials with students in their organizations carried out in 2018. All materials for students (units of learning) are available in English, Greek, Italian, Portuguese and Spanish. Explanatory and pedagogical materials for teachers are also translated into the four partner languages with sections B, C and D as well as solutions available in English.By offering training, easy to download materials and further open source access to an online Arduino lab for ""hands on"" experimentation, integrating automation systems learning is now widely available to high level technical educational institutions/students and employees of SMEs who wish to upskill and prepare their workforce for Industry 4.0 digital parametres. During the project lifetime the OPENIN project has had a significant impact on the four partner institutions and network institutions as well as their industrial partners with the OPENIN training embedded into their educational offer for students and into their teacher training catalogues. Partners are now continuing to promote the project broadly to more educational and industrial stakeholders. The tested and revised materials using open source arduino platforms as well as the freely accessible project Arduino lab will continue to be of considerable use in the educational and industrial fields of Electrical, Electronics and Informatics Engineering where Industrial Automation is part of the course curriculum and an increasingly prevalent part of the industrial-economic landscape. Those who have the need to prepare/update or to prepare others for the realities of the Industry 4.0 can now more easily do so at minimum cost and effort."

"The INCOBOTICS; Ready for Industry 5.0 project (2019-2021) unites four EU partners from France, Italy, Greece and Spain in the development of innovative didactic materials in cobotics. The integration of cobots (collaborative robots) into the industrial and business sectors of the EU which will work side by side with their human counterparts in workspaces is predicted to grow from 2020. Future electronics and robotics graduates will be required to work alongside AI data technicians to programme, monitor and analyse the data fed into and coming from cobots and their integrated artificial vision (AV) systems. Skilled programming and monitoring will see cobots safely perform an ever wider range of (interactive) functions in the world of work.The INCOBOTICS project will create an INCOBOTICS Module with a general visual introduction to Industry 5.0 for all students, presenting current or planned examples from companies in each partner region. It will then cover the main characteristics and functions of cobots and develop structured units of learning in understanding and programming cobots and AV systems. The Project will develop a Best Practice Guide for teachers and trainers and offer ""challenges"" for students around which to develop competence in cobotics. The Guide will support user staff in the understanding of Challenge Based Learning and how to adapt or develop challenges for students in their cobotics and other courses. The INCOBOTICS Module and Best Practice Guide will be tested by pilot groups in Spain, France and Italy in 2020-2021, refined and freely available in Sept 2021 for downloading from the project website. The final products will be reviewed and validated by major cobot distributors and industrial representatives from partner countries. Politeknika Txorierri (ES), ADAMICS (FR), APRO (IT) and IDEC (EL) aim to provide higher education providers with the most innovative, quality and ready to use didactical materials in cobotics which will see student graduates in electronics and robotics better prepared for the emerging 5.0 scenario. The INCOBOTICS Module comes with integrated ECT accreditation guidelines. All INCOBOTICS outputs will be produced under the Creative Commons License. Project partners actively encourage higher educational organisations and other training entities to use the INCOBOTICS: Ready for Industry 5.0 Module and Guide."

The project set up, tested and released an usable, comprehensive, user-friendly and innovative digital tool used by apprentices, in-company and school tutors and employers to set up, monitor and evaluate the apprentices’ learning progress and the tasks made by them at school and in the companies.The transnational dimension of the partnership made by vocational centers from Italy, Finland, Netherlands and Spain gave an added value for the development of the project and for the transferability of the tool to other countries. The tool is available in English, Italian, Finnish, Dutch, Spanish, Bask and can be easily translated in other languages. The target group of the project were apprentices aged between 15 and 25 years, in-company tutors, schools tutors and employers. The project involved 81 apprentices, 121 tutors and 41 companies in the activities. The partners are already testing the tool with participants to long term Erasmus+ mobilities and dual system students. The iLearn tool can be used on the mobile phones and devices of each subject involved. It takes track of the tasks made by the apprentice in the company and at school, linking them with the individual training programme and with the qualification and diploma competences that the apprentice has to acquire (key, transversal and professional). The user-friendly interface of the tool enables each subject involved to verify how the activities made by the apprentice are fulfilling the agreed training programme. The activities uploaded by the apprentices have different colors: one for activities made at school, one for those made in the companies and one for those made in mobility abroad or in other training activities. Tutors, trainers and company owners/supervisors can easily verify the work done by the apprentices in each phase of the learning programme and can continuously learn how to set it better. The tool includes smart assessment functions and instruments that facilitate the evaluation of the achievements done by the apprentices. It includes training materials for tutors in order to support them to do better this job and to be more informed and trained about their roles and responsibilities. The tool includes also effective communication instruments that explain all that to companies’ owners and managers, work counsellors, apprentices and tutors. A chat facilitates the communication among the users.If you are interested to use the www.ilearn-tool.eu do not hesitate to contact us at europa@aproformazione.it

The 2018 OECD study found less than 40% of educators felt ready to use digital technologies in teaching, with wide differences across the EU. Teachers find difficult to develop digital teaching because they have difficulties in creating interesting and engaging lessons, to motivate and support students, to use/integrate digital technologies in pedagogy and it takes them more time to get prepared to lessons.The specific objective of the project is to increase the ability of teachers/trainers to develop digital teaching. That can be reached thanks to the achievement of the following results: 1. Improved ability in creating attractive and interesting digital lessons2. Improved ability in motivating, supporting and engaging students for digital learning and in collecting their feedbacks 3. Improved abilities in monitoring the digital learning process of the students and to track their real attendance4. Improved abilities in using pedagogically digital technologies, in particular for aged teachers5. Decreased number of hours of preparation for every digital lesson.The project intend to reach these objectives and results thanks to the set-up, testing and release of a 40 hours easy to use digital module which foresees a shared pedagogical approach, a tested methodology and the use of digital technologies in pedagogy. The module will be accompanied by two guides addressed to Teachers and Organizations which will support teachers and managers in the application of the module/methodology. Moreover, an online courses cataloge will be created in the project and will be available from the project website.The online courses catalogue (IO 1) includes existing courses selected and tested by the partners and aimed at improving the competences of teachers in digital teaching.The 40 hours module (IO 2) includes 10 h distance preparatory activities (eTwinning), 20 h digital training, 7 h project work and 3 h final assessment. The module will be tested with a pilot group of students from cook sector EQF 3 level (20 students per partner – 80 students total).The Guide for Teachers (IO 3) includes tools, methods and suggestions to help teachers approaching the module to develop the methodology in their classes and sectors/levels.The Guide for Organizations (IO 4) includes tools, methods and suggestions to help EDU VET organizations’managers to plan, manage and integrate the module in the traditional curricula.The project promotes a strong use of innovative digital technologies, like streaming systems and simulators, which will help to create attractive digital lessons addressed to NET generation students.Another innovative aspect of the project is the focus of the 40 hours’ module on vocational subjects, those in which is more difficult to create digital lessons, because of their connection with the manual aspects of each job. At the same time the project aims at training expert teachers (expert level B2 of DigCompEdu Framework) to become leader teachers C1, able at mentoring their colleagues and at driving the organizations toward digital transformation.The project produces relevant, easy to use and innovative tools and instruments that can be used in different educational sectors and EQF levels. The results can be transferred and used by organizations actives in all fields: VET, Youth, School, Adult Education.The partners selected as main target group of the project teachers and they are going to involve 40 teachers during the development of the project. The JTE will improve the teachers compenteces in the development of digital teaching. They will have the opportunity to deepen the knowledge of the module and the methodology and to test it directly with international colleagues and students. The cascade trainings planned by partners inside and outside their institutions after the JTE enable to impact more final beneficiaries and target groups about the training content and results. Partners will organize 4 multiplier events in the 4 countries.The testing phase of the outputs is going to generate positive benefits for final beneficiaries and target groups directly involved in the testing activities. The achievement of the project objectives and results is going to lead to a series of long lasting benefits for the target groups: - Increased n° of teachers reaching B1(integration), B2 (expertise) and C1 (leadership) in digital teaching of respectively 10%, 5% and 3% by the end of school year 2021/22 and of 30%, 10% and 5% by the end of the project, according to DigCompEdu Framework;- Increased n° of teachers creating digital lessons of 25% by the end of school year 2021/22 and of 40% by the end of the project;- Increased n° of digital content created by teachers of 20% by the end of school year 2021/22 and of 40% by the end of the project; - Improved teachers competences in motivating, supporting and engaging students of 10% by the end of school year 2021/22 and of 30% by the end of the project.