<< Background >>In response to the need for greater expertise and wider participation in digital sustainability skills, DIGI-Step aims to improve the digital skills of higher education teachers in delivering sustainable development courses. It seeks to address the deficits in participation in sustainable development studies from students across a range of disciplines, whilst also strengthening and enhancing institutional capabilities, capacities and expertise in providing online and distance learning in a manner that is comparable to traditional, face-to-face studies. It will create a Sustainable Development E-learning (SDEL) course to support students who wish to enrich their existing studies with sustainable development teaching components which may not usually be offered as part of their existing programme of studies.<< Objectives >>The project will create course content and e-learning materials, and crucially will support staff capacity development through the development of training guidelines, a handbook for course development and digital delivery and draw on the expert evaluation from external stakeholders and end users. The project partnership will deliver the following key objectives:- Developing Sustainable Development e-learning course components using innovative participatory tools and utilises digital pedagogies to provide an online learning platform that fosters a collaborative and participatory experience and opens the possibility (through ECTS accreditation) of students integrating sustainable development components into their existing course of study.- Designing training materials in scorm format files ready to be uploaded to any learning management system, which supports faculty staff to deliver online courses and utilise the e-learning tools to provide an engaging, rounded, participative learning experience for students. - Producing a Handbook for Digital Course Implementation which provides a blueprint for others looking to replicate elements of the Training Programme and course development which enables the widening training of faculty staff for creation and delivery of online courses and digitalization of existing courses.- Creating an evaluation and feedback framework document which details the external feedback on the e-learning course development and teaching framework.- Implementing a dissemination strategy that raises awareness on the importance of offering sustainable development teaching to a range of student disciplines and emphasising the employability of sustainable development knowledge and the importance of digital skills.<< Implementation >>Three Universities and one research centre will take part in the project – The Technical University of Dresden, the University of Lodz, the West University of Timișoara and the South East European Research Centre. E-learning content development will be provided by the digital training specialists ISQe.The project outputs will be shared with the wider higher education community and external stakeholders through a staff training school (hosted by TU Dresden), and four evaluation events (taking place in Dresden, Lodz, Timisoara and Thessaloniki). These events will also aid in developing digital skills for faculty staff and providing an evaluative framework to further inform and develop the DIGI-Step project results.The project will directly impact 15 faculty staff through the training school. The portfolio of multiplier events will attract 100 local participants (25 from each country), who will be encouraged to join the project’s Evaluation Framework which will help teaching staff to adopt, modify and embed the project results, tools and resources in their own institutions and identify wider applications of the content.<< Results >>The key results of the dissemination strategy are to target specific groups that cover different areas of society (i.e., quadruple helix). Beyond academic beneficiaries directly engaged in the project, we determine that DIGI-Step will be of benefit to organisations interested in CSR and sustainability, as well as Higher Education teachers and professional trainers who can benefit through engagement with the digitalization and e-learning components of the course.

The digital transformation of enterprises has been duly noted over the past years and coordinated efforts (DigComp) to equip the workforce with digital skills to succeed in the new environment have been promoted by the EU. Such need became even more pressuring following the societal and industrial disruptions brought by COVID-19. One of the sectors that is currently lagging with regards to digital transformation across the entire EU (McKinsey, 2020) consists of the legal sector (attorneys, notaries, judges, etc). The lack of digital skills comes primarily from the inability of universities to equip the next generation of workforce in the legal system with the necessary digital competences. Additionally, EU universities delivering law programmes are also facing the general (process-gap) challenges brought by online teaching: frustrated academic staff, ineffective learning, limited engagement of students (lack of focus/attention/interest, limited connectionism and constructivism), lack of inclusiveness and personalised online teaching, and others (EACEA, 2020). This gap is due to missing competences, skills and abilities that the consortium has further confirmed in the digiLEAP countries and project partners such as: *LAW STUDENTS (undergraduate and postgraduate, LAW LECTURERS & LAW PRACTITIONERS - GAPS IN DIGITAL LAW CONTENT: cultural change competences towards adopting a digital working way in law, digital collaboration and communication competences in the legal sector, productivity & casework consolidation competences via digital tools, and entrepreneurial skills & legal-tech awareness (HBR, 2020). * LAW STUDENTS - ONLINE LEARNING GAPS: Inability to interact with lecturers in an online environment and foster connectionism and constructivism; absence of online learning skills such as being well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course (i.e. text-based interaction takes more time); lack of skills to fight the sense of isolation and psychological wellbeing; lack of active learning skills; lack of ability to understand responsible/ethical digital education utilisation. * UNIVERSITY LAW/LEGAL LECTURERS - ONLINE TEACHING GAPS: inability to deliver online education (both synchronous and asynchronous) that would foster connectionism and constructivism; unawareness of enabling a supportive virtual class environment; lack of digital skills to support the curriculum transformation process; inability to incorporate forward-looking digital solutions to support teaching; lack of skills for co-sharing resources and jointly developing high quality universal Open Educational Resource with other lecturers internationally; inability to reach social groups at risk and gender-balance by delivering personalized online education; unawareness of behavioural mechanisms to inspire students. In this context, digiLEAP aims to bridge university law departments, law practitioners, quality/accreditation experts, educational software developers and non-formal education providers in order to co-create OERs with innovative methodologies helping both law students and law lecturers perform in online law education while also helping legal sector workers develop digital skills.digiLEAP will deliver:IO1 - Crash-course on the digital transformation of the legal/law system (OER) based on DigComp principles and LegalTech innovations IO2 – Digital teaching toolkit for law lecturers (OER) based on DigCompEdu and a neuroscience/behavioural approach to help law lecturers develop impactful learning via Attention, Plasticity and learning creation, Emotion and Timing. IO3 - DigComp and DigCompEdu certification methodology for students, practitioners and lecturers: DigComp Certificate in Practicing Digital Law (for students and law/legal practitioners); DigCompEdu Certificate in Teaching Digital Law via Online Education (for lecturers); DigCompEdu Certification in Online Learning in Law& Legal studies (for students)*digiLEAP Alumni Network (as sustainability)*digiLEAP International digital law training association (as sustainability)digiLEAP in numbers: 250 students, 100 law lecturers and 50 law professionals involved in virtual plots; 175 external requests for certification; 35 internal staff certification requests; 85% satisfaction (quality) of the participants with the project results; gender balance and at least 135 social groups at risk included as participants; 2500 hits on the website and 100 000 targets reached on social media via paid ads; observed boost of acceptance towards online education; 250 participants to the multiplier events (face to face) and 400 online.digiLEAP's main impact: Boost the digital readiness of university law departments and of the legal sector towards the digitally transformed environment (both online education and the professional environment) by making learning and digital skill development more effective.

<< Background >>The COVID19 pandemic showed that resilience is key to tackle unpredictable negative events. Europe enterprises are trying to bounce back from the negative impacts caused by the multiple lockdowns, confinement restrictions, loss of productivity, just to name a few factors. To survive this economic, health and social crisis, enterprises must display organisational resilience, supported by adaptive management systems. With the rise of global warming, the probability of another pandemic, major migration patterns (and others), it’s a case of knowing how to deal with the next crisis (not IF there will be a next crisis). Nevertheless, organisations face adversities daily and the way they respond to such adversities can make the organisation fragile (if acting rigidly) or flexible (if acting through a set of skills that promote the efficiency and growth of the organisation) (Sutcliffe & Vogus, 2003).Organisational resilience is the ability of organisations to face adversity in such a way that generates a response that allows the bouncing back and activation of coping mechanisms, the achievement of a healthy/positive adaptation, plus the development of new capabilities and the expansion of skills that allow the exploration of opportunities and the construction of skills to deal with future adversities (Coutu, 2002). This is achieved by two components: a) the individual resilience of the organisation workforce (when used collectively) and b) the systemic resilience of the organization processes (system capacity) (Irigaray, Paiva, & Goldschmidt, 2017).Resilient organisations have common traits: they exhibit excess/redundant capacity, flexibility, reliability, trustworthiness, respect and robustness (Denhardt & Denhardt, 2010, p. 338).Enterprises face the negative impacts of COVID19 restrictions, decreased revenues, liquidity problems, temporary or permanent lay-off solutions and overall survival possibility.<< Objectives >>The FENIX project aims to contribute to fostering the resilience of European enterprises and their workers, through the development of an innovative gamified training experience, a guideline to support the implementation of systemic Resilience practices within enterprises and an online crash course on Adaptative Management. These results will be built upon the Organizational Resilience and Adaptive Management (ORAM) Framework and will be enriched by a booklet developed to foment XXI century pedagogical approaches to training.FENIX objectives are:+to contribute to enterprises resilience in face of adversity, thus fostering the strength of European organisations;+to promote a lifelong learning approach to training with European enterprises from all sectors;+to stimulate the development of training approaches that are learner-centred (Learning Outcomes, gamified experiences, mlearning flexible pathways);+to support European enterprises in the implementation of systemic resilience practices;+to foster a culture of adaptive management with European enterprises.<< Implementation >>The project specific activities that will lead to the achievement of the project objectives and delivery of the planned results are:+WP2-2: ORAM Framework developmentThis activity is key to develop the path to follow when implementing strategies to increase organizational resilience in enterprises+WP3-12: Gamification pilotsThis activity will provide the opportunity to test the gamified training experience for workers at all levels and enable partners to make the necessary reengineering of the products. The course pilots will take place in Spain, Greece and Romania. +WP3-25: mLearning crash course pilotsThis activity will allow for the testing of the mLearning crash course for workers on management level on Adaptative management. The course pilots will take place in Spain, Greece and Romania.+WP4-8: Stakeholder consultationThis activity is key to ensure the guideline meets the real needs and pains of enterprises and that each country own context is taken into consideration+5-10.6: Printing and online publishingThis activity will allow the key stakeholders in the education and training sector to benefit from the consortium experience regarding the pedagogical approaches used in the project+ME1-M3 - The Organizational Resilience and Adaptive Management SymposiumsThese activities will have a multiplication effect of the project results and outcomes across the EU. The MEs will contribute to the potentiality of the exploitation and sustainability of the project results.Transversal Activities:+Project management, quality & evaluationThis is an ongoing activity and will guarantee high quality of project results, complemented by an external and internal evaluation model, assuring participants and other stakeholders participate in the evaluation moments of the project.+Communication and project promotionThis ongoing activity will guarantee the maximum impact of project results, allowing partners to communicate the project results and activities in a harmonized manner, to the maximum number of stakeholders, contributing to the future exploitation of project results. The main results under this scope are the project logo, graphic identity manual, teaser for social media, social media (Twitter & LinkedIn), templates for presentations and documents, newsletters, press releases, website, Booklet on training pedagogical approaches to Resilience and Adaptive Management and the exploitation strategy at the end of the project.+Peer-review stagesPlanned throughout the project to ensure the high quality of all project results. +Translations and adaptation to national contextsAll results (with the exception of the Booklet on training pedagogical approaches to Resilience and Adaptive Management) will be translated to Spanish, Greek and Romanian and adapted to national contexts as well<< Results >>The FENIX project is organised in 5 Work Packages (WPs) listed below with their main working outputs and main results:WP1: Project Management, Quality & Evaluation (led by UIB): Project management, quality & evaluation handbook; Financial reports; Action Plans; Project management, quality & evaluation reports - Interim Report (IR) and Final Report (FR).WP2: Organisational Resilience and Adaptive Management (ORAM) Framework (led by ITC): with 2 complementary branches: 1) workforce branch:focused on skills acquisition by individuals where LOs, aims and objectives to the gamified training will be defined and 2) organizational branch: focused on the organizational level, where LOs, aims and objectives to the adaptative management crash course will be developed plus the framework to the guideline with case studies of Systemic Resilience Practices, Leadership models, processes and products systemic resilience approaches, etc.WP3: Gamified training for workforce skilling on Resilience Competency & Adaptive management crash course (led by ISQe): a)Gamified training for workforce skilling on Resilience Competency; and b)Adaptive management crash course.WP4: Guideline for the implementation of Systemic Resilience practices within enterprisesWP5: Communication and project promotion - led by IEKEP+ 3 logos proposals+Communication and project promotion strategy+Graphic identity manual+ .word document template+ .ppt presentation template+ 1 project teaser for social media+Press Releases (at the beginning and at the end of the project)+Newsletters (4)+FENIX website+FENIX Social Media (LinkedIn and Twitter, fed by all partners)+Communication and project promotion reports to WP leader (annual)+Exploitation Strategy (at the end of the project)+Booklet on training pedagogical approaches to Resilience and Adaptive Management - digital and online (EN) - this booklet will provide scientific articles regarding pedagogical and methodological approaches featured in the project activities, or others that make sense in the digital/eLearning thematic and/or ToT and/or mentorships that will benefit education and training organisations/departmentsE1 - The Organizational Resilience and Adaptive Management Symposium (GR) - organised by IEKEPE2 - The Organizational Resilience and Adaptive Management Symposium (RO) - organised by HLXE3 - The Organizational Resilience and Adaptive Management Symposium (ES) - organised by UIB supported by ITCEs will provide an interface to foster greater exploitation potential of the project results as well as contributing to the project sustainability

REACT - A digital approach to qualifying technicians in Energy Efficiency in Buildings’ project aims at bringing an innovative digital and work-based learning approach to the energy efficiency technical training. The purpose of the project is to contribute for the 2030 climate and energy targets, through the equipment of EU citizens with a quality harmonized qualification on energy efficiency in buildings, developed to be recognised through all European Union. For this, the European Energy Efficiency in Buildings Technician (EEEBT) qualification will be developed. The project comprises a single of interlocked and independent steps which will culminate on the project results:- EEEBT curriculum constituted by the professional profile and competence matrix adopting European tools (EQF and ECVET, using Learning Outcomes oriented vocational curriculum for EQF level 4 and being in line with quality assurance mechanisms (EQAVET). On the curriculum, a detailed description of the training structure will also be present, with theoretical contact hours to be taught face-to-face and online (eLearning) and practical contact hours, which will represent the majority of the workload, to be implemented on working contexts (WBL).- REACT innovative digital training materials, developed through an interactive approach, designed in different formats (videos, interactive presentations, downloadable info sheets, clipart’s, web tools, and others);- REACT real work life Virtual Simulator, to be played throughout the training course as formative assessment, ensuring learners engagement and providing reports on achieved LOs.- REACT formative assessment framework, which will deliver not only a set of single-choice questions but also innovative practical assessment tools such as project assignments to be developed on working context and webquest, which will also help to enhance learner’s digital skills;- REACT RPL scheme and tools which will allow workers who have already achieved the LOs, through informal and/or non-formal learning, but do not have a certification or diploma to prove it, to see their knowledge and competencies recognised. Workers who go through the RPL process will then have the opportunity to take only the CU they have not proven to be knowledgeable and skilled, in order to receive the qualification diploma.- REACT guideline for further exploitation that will provide detailed instructions on how to set an eLearning training course on eLearning platforms, complete with helpful tips on how to administer online training.One of the major innovations on REACT project is the delivery of ready to use materials, ready to be set on any VET provider' eLearning platform. All the digital training materials, Virtual Simulator and formative assessment framework will be delivered on ready to use formats, which will work on any Moodle platform. The guideline will ensure the easy adoption of project results.

<< Background >>After the 2006 Recommendation of the European Parliament and of the Council on Key competences for Lifelong Learning, the updated Recommendation (2018) emphasized the purpose of key competences by stating that “in a rapidly changing and highly interconnected world, each person will need a wide range of skills and competences and to develop them continually throughout life”. The expectation is for “high-quality education, training, and lifelong learning for all, to support educational staff in implementing competency-based teaching and learning approaches, to promote a range of learning contexts from the perspective of lifelong learning, and to explore approaches to the assessment and validation of key competences” (LifeComp, p.7).Now, with the COVID-19 pandemic, major changes occurred in our lifestyles forcing changes in education and training, workplaces and skills requirements at all levels. In this context, citizens need to “be able to reflect on and develop their personal, social, and learning to learn competencies in order to unleash their dynamic potential, self-regulate their emotions, thoughts, and behaviours, build a meaningful life and cope with complexity as thriving individuals, responsible social agents, and reflective lifelong learners” (LifeComp, p.8) This key competence is named “Personal, Social, and Learning to Learn”, and is defined as “the ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career” (LifeComp, p.8).Aligned with classical theories of sociocultural development, internalization (which stems from social interactions) is the catalysator of learning. The social interaction aspect is KEY for LIFEx project. LIFEx project is built upon this knowledge base and is aiming to have a positive impact on European workplaces, by contributing to the workforce skilling in the “Personal, Social, and Learning to Learn” competence, through a competence-oriented virtual reality training programme, focused on providing Immersive Learning Experiences (ILx) designed to train this competence and support target-groups into “fulfilling their dynamic potential, self-regulate their emotions, thoughts and behaviours, build a meaningful life, and cope with complexity as thriving individuals, responsible social agents, and reflective lifelong learners” (LifeComp). According to the Accenture report “Immersive Learning For The Future Workforce” (2020) the key benefits of immersive learning are a) providing environments that more closely mimic real-life situations allowing workers to reach greater levels of expertise in less time; b) the possibility of remote collaboration and other remote training activities; c) the reduced costs on employee travel for training and space on real estate; d) learning through inconsequent mistakes; e) increased engagement that leads to better retention; g) and better analytics with rich data sets (behavioural, eye-tracking, heat maps and gesture tracking).Immersive learning is already implemented in medical training for surgeons, retail training, aeroplane traffic control, and other technical fields, but Virtual Reality is NOT enough explored in the field of soft skills training.<< Objectives >>The LIFEx objectives are to contribute to human empowerment by increasing the Personal, Social, and Learning to Learn' competencies of the European workforce; increase VET internal capacity to respond to trainees and market needs through attractive and engaging immersive training offers; foster the progress on the way soft skills training through VR is evaluated; and support teachers and trainers in implementing VR in the soft skills training.<< Implementation >>LIFEx main activities are the development of the Competence Matrix in EN, IT, GR and RO; the development of the preview of immersive learning experiences; the Digital Badges allocation per learning experience; the development and implementation/testing of the LifeComp Immersive Learning Experiences in Ireland, Italy, Greece and Romania; the development and implementation/testing of the eTools for LifeComp ILx evaluation tools in in Ireland, Italy, Greece and Romania; the Peer-review stages by all partners; the C1:LifeComp ILx Pop-up session for trainers; the E1-E4: VR4LifeComp Pop-up Sessions; the ongoing Quality and Evaluation monitoring; and the Communication and sharing of project activities and results.<< Results >>The main expected outcomes of the LIFEx project are a) to foster the collaboration of different organisations to contribute to human empowerment by increasing the Personal, Social, and Learning to Learn' competencies of the European workforce; b) to increase the VET partners internal capacity to provide VR training based on LifeComp Framework; c) to booster teachers and trainers ability to implement and evaluate VR training based on the LifeComp Framework.The results that will be developed to make the above outcomes possible are:The “LifeComp Immersive Learning experiences (ILx) Competence Matrix”: the competence matrix will adopt a Learning Outcomes' Approach where a set of LOs will be developed for each Immersive Learning experience in terms of Knowledge, Skills and Autonomy and Responsibility. The competence matrix will also include the description of the Immersive Learning Experience and expected contact hours to complete the experience. At least 3 ILx will be developed, one for each area: Personal, Social and Learning to Learn.The “LifeComp Immersive Learning experiences (ILx) Training Methodology and digital training methodology. For each ILx the following will be developed: a conceptualization of the Immersive Learning Experience (eg. scenario) and the conceptualization and design of the Digital Badge allocated to the specific experience. Methodologies will be centred in: a) virtual reality scenarios where the trainee freely interacts/reacts to the scenario and later will be able to see the video footage of the experience (autoscopy methodology) or virtual reality scenario with multiple choices, where the trainee chooses among a closed set of options to advance.The LifeComp Immersive Learning Experiences training. ISQe will design and share the pedagogical architecture of the virtual experiences, followed by the design and development of the immersive learning experiences with contributions from all partners. Each partner will implement a training pilot with at least 5 persons. Each person can go through one ILx or the three ILx, as long as all ILx are tested overall.eTools for LifeComp ILx evaluation. Two different kinds of etools will be developed: a) a digital autoscopy framework, including the evaluation criteria for each ILx, where Trainees will be able to watch the recording of their ILx. This way they can compare the way they acted in each ILx to the performance criteria (in the autoscopy framework for that ILx) and register a self-evaluation; b) eTool for LifeComp ILx evaluation for trainers whereby repeating each experience, trainers can see the differences/(hopefully) improvements to the way trainees dealt with each scenario.The ILx will adopt a gender-inclusive lens throughout.Sustainability strategy. Document that defines the activities to be carried out to enhance the successful sustainability of the project outcomes and results in terms of application/replication of the products and its placing on the market.Other results comprise: the project management, quality & evaluation handbook; Financial reports; Action Plans; Project management, quality & evaluation reports - Interim Report and Final Report; C1 - LifeComp ILx Pop-up session for trainers; Communication and project promotion strategy; Graphic identity manual with logo; .word document template & .ppt presentation template; project teaser for social media; Press Releases; Newsletters, LIFEx website and LIFEx Social Media and VR4LifeComp Pop-up Sessions (IE, IT, GR, RO).