<< Objectives >>IN-WORK addresses the role of the university within its reference region as a driver for an inclusive culture, by developing and testing a model of intervention focused on relations between inside and outside the university, and engaging people involved. The project adopts the work-integrated learning method, which includes work-based learning (internships and traineeships), to support people with special needs to undertake meaningful learning experiences with the world of work.<< Implementation >>IN-WORK works inside and outside the university, by strengthening the links with the place of the higher education institutions, through an interlocked set of activities which includes research, stakeholder engagement, training for academic and support staff, learning activities with companies, internships and traineeships, events.<< Results >>- Report on the needs and resources for youths with special needs- Methodological guidelines - Training programmes and OERs to train supervisors and support staff on work-integrated learning for inclusion- Open Educational Practices- Guidelines to implement WIL for youths with special needs in Higher Education

The “Inclusion Box” project aims at ensuring more inclusive education and training organisations, more inclusive education approaches and actions, through a capacity building process to better face and respond to current and future societal challenges.The project consists of an interdisciplinary, bottom-up process, involving key stakeholders in the design of innovative training resources collected in an online platform with the goal of supporting the digital transition, access and participation in learning processes and inclusion and diversity strategies in the sector. These are key issues the consortium will work on to foster inclusive and innovative management methods and pedagogical approaches among educational staff and managers. Partner organisations will: identify inspiring practices on these three main areas, disseminate these practices through online and in-person training and exploit them through further training and educative actions in different contexts.The consortium involves 5 partner organisations, ensuring impact from the international to the local level through their extensive network of members and partners in several EU and non-EU countries. The primary target group of the project are the adult educators and staff working in the education and training sector; this group includes different profiles: managers, officers, volunteers, educators and trainers.The project is structured in 6 work packages. Thanks to their pan European membership, the training and project results will be utilised by national, regional and local educational providers. The new pedagogical approaches implemented within their target groups, the alternative management strategies put into practice in their inclusive education initiatives and the participatory methods applied, will all make educational staff and managers of Civil Society Organisations more aware and willing to practice inclusive educational approaches also at internal level.

Much research has been carried out on the digital divide in the labour market, most notably the gap between the demand for employees with high level ICT skills and the low availability. However, in today’s labour market, it is estimated that 90% of ALL jobs require ICT skills (www.idc.com) since rapid innovation in ICT is leading to “the need for digital skills in nearly all jobs where ICT complements existing tasks.” (EC Digital Single Market texts) Nevertheless, 47% of the EU population is not properly digitally skilled and this is even more noticeable in Poland, where 54% of the population have no or low digital skills. (EC Digital Single Market publications). Indeed, Poland ranks last among OECD countries with less than 20% of all workers using office software daily. For these reasons, the Digital Skills Accelerator (DSA) project aims to put students in the driving seat of their own skills development. The goal of the project is clear: define the digital skills that should be prioritized by current and future cohorts of HE students, and create a self-directed multi-media learning system that students can access to bolster their skills in specific areas. In order to achieve this goal, we will: - Produce a DIGITAL SKILLS REPORT (IO1) identifying the most valuable digital skills required professionally and for civic engagement. - Create an ONLINE SELF-ASSESSMENT TOOL (IO2) enabling students to identify their digital skills’ profile and map a personalized learning pathway. - Develop the ESSENTIAL DIGITAL SKILLS TOOLKIT (IO3), an open, online modular training course allowing students to update their skills in the key areas. - Produce a series of MOTIVATION AND RECRUITMENT VIDEOS (IO4) as an essential component of the recruitment and learning process. - Rigorously test and optimize the resources before disseminating them widely to ensure strong use among the target groups. The DSA model is based heavily on the concepts of user based design and so it is only reasonable that our project should integrate as much user participation as possible at all stages, from design to execution to evaluation, specifically: - 50+ HE institutions, VET institutions and wider stakeholders will participate in the DIGITAL SKILLS RESEARCH REPORT - 36 teaching staff from HEIs &VET institutions and 60 HE students participate in USER TESTING - 12 + Students and/or other organizations will have their video CASE STUDY developed - 250 HE and VET institutions and wider stakeholders will participate in MULTIPLIER EVENTS On completion, the DSA project will have produced the knowledge, resources and social capital (commitment from key actors) to enable the introduction of the Digital Skills and Competences model to our HE and VET institutions, and through them to present and future generations of digital confident citizens. In order to achieve this overall impact, the project will produce 4 intellectual outputs (IOs) which each focus on producing a tangible result or output. 1 Digital skills research report (IO1) identifying and prioritize information for digital competences 1 Self-Assessment tool (IO2) students will use this interactive self-assessment tool to identify their current digital skills profile. 1 Essential Digital Skills Toolkit (IO3) - a comprehensive training course of circa 18 modules to assist students to updates their skills in the key areas. 1 set of Motivation and Recruitment Videos (IO4) The tangible results will lead to the following outcomes: - TEACHING STAFF in HE institutions in 4 regions will grow in knowledge and skills, being able to integrate digital skills into their courses. - HE STUDENTS, will develop digital competences and skills for application in their professional lives. - HE AND VET INSTITUTIONS AND WIDER STAKEHOLDERS will demonstrate greater commitment to support its implementation in education - WIDER STAKEHOLDERS AND POLICY MAKERS will gain greater awareness, knowledge and integration of Digital Competences as a new and important aspect of education. - PROJECT PARTNERS will acquire in depth knowledge of digital competences The impact of the project will be felt most at local and regional level through the strengthening of digital skills teaching and the ability of thousands of students to engage with the outputs of the project, thereby advancing their own digital literacy and competences. However, it also provides a reliable means of advancing systemic changes in approaches to digital skills education at national and international levels given the high relevance both of digital skills to the demands of our contemporary European economy, but also of digital literacy in these #fakenews times. Moreover, it demonstrates that there are many new and innovative ways to increase the social inclusion and civic engagement of young people, while also contributing to the overall European goal of social cohesion.

The iPEAR project combines collaborative expertise of technology-enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project will create innovative open educational resources for educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. This will enrich the teaching practice and support inclusive, peer to peer learning relevant to the requirements and preferences of the students. The iPEAR project is an extension of two ERASMUS+ projects ViLi and AR-FOR-EU. The ViLi (https://www.viliproject.eu/) aims to improve the visual literacies of educators, making learning more visual through static, dynamic, and interactive visuals. The AR-FOR-EU project (https://codereality.net/) aims to train AR-development skills of software developers and media designers. The iPEAR project further develops visual representations in learning and participatory learning approaches.The main objectives are to:1. Map the educational use of AR, focusing on collaborative and peer learning approachesThe consortium will map the existing research results and available applications, supplementing these results and validating them in case studies following the research methodology of Informed Grounded Theory. The focus on peer learning and collaborative learning approach is within the inclusive education framework, as defined by the United Nations – taking into account personal requirements and preferences. In 2016, the United Nations released General Comment No. 4 to explain the right to inclusive education, focusing the new definition on providing all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences.2. Facilitate the adoption of AR in education by creating open access teaching and learning material for educators. The new materials will include a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compendium of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as a MOOC with professionally designed audiovisual material)3. Create and maintain a community of experts in educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-to-dateThe design of the project is guided by the European policies, strategies and tools.The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide (EU initiative “Opening Up Education”). The project supports the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices with both the content of the materials and by making all materials designed for and available online as OERs and as a MOOC.The project supports the European skills frameworks: “Digital skills framework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.The project supports the ”EU Cohesion Policy”, focusing on social inclusion according to students requirements and preferences based on the UN definition of inclusion. The project plans to communicate and disseminate the results via a range of online activities, reaching the major stakeholders, educational organisations and individual educators. These activities will culminate in a final project conference on the topic of educational AR planned for 100 participants, targeting educators, practitioners, researchers, and students. The outreach and impact of the project will be extended via a massive online open course for educators, delivering all project results structured in a course format.We will strengthen the skills of educators in higher education and other educational settings by designing new content within the case studies, linking visual approaches to peer to peer learning to facilitate more socially inclusive education. As the dropout rates in the universities are increasing and students become more and more mobile internationally, digital skills and inclusive teaching methods are key competences in Higher Education and global migration. Long-term benefits include enhancing the digital competence of educators, stimulating further use of visuals in education, enhancing competitiveness and modernisation of HE, promoting education for all.

As part of its ongoing commitment to the digitalization of the economy, the EU stated that “data-driven business models are the engine of Europe’s growth, industrial transformation and job creation”. The benefits are clear: existing and new businesses responding to smart data can improve products and services, thus generating economic growth while contributing to social progress. To address the issue of the digitalization of the economy, we brought to life the Generation Data project. The aim of the project was to improve the ability of HEI education providers to understand and teach smart data skills, thus providing Students, early stage entrepreneurs and businesses with more relevant, effective training. After the end of the project, we can say this objective was achieved. The project was actively performed by six partner institutions from five countries: •University Of Szczecin (Lead partner) - POLAND •European Universities Continuing Education Network - BELGIUM •European E-Learning Institute - DENMARK •Letterkenny Institute Of Technology - IRELAND •Feltech Software Innovations Ltd - IRELAND •Vilniaus Gedimino Technikos Universitetas - LITHUANIA University of Szczecin, Letterkenny Institute of Technology, Vilniaus Gedimino Technikos Universitetas provided academic knowledge and helped the partnership in reaching students and teachers (with help of EUCEN), while Feltech Software Innovations and European E-learning Instituted focused their efforts on entrepreneurs and business institutions. During the project realization we produced all main project outputs which are: - Generation Data toolkit (Intellectual Output no. 1) - a survey of current smart data skills in education (in Polish, English and Danish language) - Generation Data Course – Open Educational Resources (Intellectual Output no. 2) – smart data skills teaching model which contains six modules, notes, facilitators guide and glossary (in Polish, English, Danish and Lithuanian language) - Online Generation Data course (Intellectual Output no. 3) - to maximize access to the new training and reinforce classroom delivery (in Polish, English and Danish language) We assumed organization of training for the1st generation of teachers and lecturers during the international training week in Ireland, but COVID-19 outbreak forced us to change our plans. Instead of the traditional meeting, we invited teachers and lecturers to online training which turned out to be a big success (on-line LTT attracted over 40 participants).Due to pandemic restrictions we had to cancel most of the multiplier events and it was only a Lithuanian partner who had a chance to organize a successful event which brought together many interesting guests to Vilnius. Project partners are satisfied with not only the quality of project results, but also with the project impact. The toolkit was downloaded from the website more than 300 times, while the OER’s were downloaded more than 1200 times. We have reached nearly 100 000 visits on the project website, promoted the project through different medias (e-mails, newsletters, radio, journals, websites).