COVID-19 crises led to a fast digitization of the learning process in most European countries. The students, teachers and educational stakeholders supporting the VET education had to deal with the situation very quickly, even though they were not ready. In recent months, as a result of the interruption of the educational process schools, teachers and students have been placed in an unfamiliar, unconventional, and challenging environment. The transition to distance learning has tested the ability of school leaders, teachers, and students to adapt flexibly to a learning situation in which participants are spatially separated and the interaction between them is mediated. The efforts that were made in the whole sphere of education were enormous.Knowledge about and ability to use open source learning resources in a good pedagogical way and to equip teachers/educators with the skills / knowledge of developing their own digital materials, is therefore in great demand. Likewise, having digital access to companies as a source for learning, collaborating and job demands is essential in all VET training since we have a common European work market. Digital education readiness is also to prepare not only the teachers, but also school management and staff, students and parents to avoid some of the lessons learned from spring 2020.Target group in this project will be VET institutions and its management and teachers. Summarized the project aims to 1.Identify criteria’s for VET institutions digital educational readiness and create guidelines and checklist to implement digital pedagogical readiness competences among educators and schools as an organization.2.Create mapping tool supporting the developed criteria’s to score the Digital pedagogical preparedness. 3.Create E-Activities within digital pedagogical practical knowledge and digital pedagogical guidelines with visual supportive steps for practical creation of learning modules giving students holistic learning experience. 4.Create easy to use, low and secure E-VISIT learning tool for improved digital collaboration between school, students and companies. In the beginning the project will starts to develop concrete knowledge, description, criteria to better help VET Institutions to develop their own digital educational readiness guidelines and in parallel a mapping tool based on known criteria to score the institutions and give direction for their further work. Project will also start to develop concrete learning content within usage of digital educational resources and implementation guidelines. All this put together will be our methodology package, which contain a handbook of methods, tools, guidelines and checklists within digital pedagogical readiness competences. E-Activites within 5 educational resources and learning modules giving students holistic learning in order to support digital transformation processes among schools. Is important for VET education and will be important part of implementation process in project. Three Joint Staff training events (LTT’s) in Portugal, Germany and Norway for 2-3 teachers from each partner in order to learn and improve the created solutions will be a very important activity to both tests, evaluate and improve our work. Even more important is the learning among participating teachers, since they will be active parts to implement the knowledge, tools and software in pilot projects and workshops after the LTT.In parallel with this work, the needed E-VISIT tool will be developed and tested, first within partnership, then among all associated partner and companies partners cooperate with. The learning tool will give much needed improved digital collaboration between school, students and companies as well as open a better opportunity to visit work learning situation outside the schools neighbourhood, thus supporting the idea of a common European work market. . In total this will be a strong developed packed, giving both participating VET institutions an increased digital educational readiness covering all learning aspects of their education, but also an important packed possible to use as a whole or just part of it for schools outside the partnership.

In Digi4Adults, Adults Acquiring Digital Skills (Erasmus+ K2), there are five adult learning organisations in the partnership, two of which provide vocational adult education i.e. Tampere Adult Education Centre (Finland) and BFI Wien, Vocational Training Institute Vienna (Austria) and three of which basic and secondary adult education i.e. VUC Storstrøm (Denmark), Sundsvalls Kommun Adult Education (Sweden) and CEPA San Bartolome de Tirajana (Spain). The objective of Digi4Adults (Adults Acquiring Digital Skills) is to create an international on-going collaborative grassroots approach for trainers in adult learning in developing and sharing methods of teaching different aspects of digital competence to adult learners in need of such competence to improve their skills for life and their employability. The aim is to enhance the digital competence of trainers and their ability to apply methods of teaching digital competence. The project collects and develops methods adapted to adult learning which allow the development of various aspects of digital skills, and which are suitable for being embedded in most types of adult education. The approach integrates digital skills in learning the actual learning content and has similarities to content and language integrated learning, (CLIL), which in our case would turn to Content and Digital Competence Integrated Learning, CDCIL. In addition, the project pays attention to the organisational level knowledge management issues by adopting a model of a peer support in taking on new skills. The novelty of Digi4Adults is to adopt a wider (not focusing only on technical skills) and context and needs driven. in a way more functional, definition of digital competence which emphasizes its’ transversal nature. This approach brings the needs of the trainers to the light as a starting point. Generally, the focus and training for enhancing trainers digital competences is less transversal and needs focused. Digi4Adults in innovative in taking a grassroots approach in supporting the acqusition and develpment of digital skills together with peer teachers/trainers in other partner countries. Trainers work in transnational peer pairs using English not necessarily part of their local work routines as a trainer in adult learning. The need for enhancing digital competence is noted e.g. in the European Commision’s Open Up Education Initiative (2013) which points out that 70% of teachers wish to get more training in developing their ICT-skills and that there are not yet enough teaching content and applications in differrent topics in different European languages. Teachers and trainers are the primary target group of Digi4Adults. As teachers gain more confidence and competence, adult learners benefit in acquiring skills required in increasingly more digital working life. Trainers in adult learning organisations can play a key role in helping to meet the needs of the 64% of disadvantaged people i.e. aged 55+, low educated, unemployed or inactive who have insufficient level of digital skills. They give training in basics skills not only for inclusion in society but also to improve the employability of adults. Digi4Adults addresses the lack of collaborative methods on learning digital skills, which are predominantly conveyed in a manner of conventional staff training. In addition, the trainers are encouraged to develop content and digital competence integrated learning methods in collaboration with the adult learners, hence supporting the teacher's role shift from a leader to a facilitator where applicable.As the main output, the project produces the Digi4Adults Caselet Track, an ongoing blog-based and peer-supported collection of caselets (mini-cases) including methods for content and digital competence integrated learning, available for all interested trainers in all project languages. The blog is linked to European open educational resources on adult learnings (Open Education Europa and EPALE). A Digi4Adults Training Scheme and Digi4Adults Model for Digital Competence Development (as chains of peer trainers) with focus on systematic organisational competence development are also available through the blog. The Digi4Adults project activities towards the implementation of the intellectual outputs are designed so as to integrate the impact on digital competence development at various levels (local, regional, European), on various target groups and audiences throughout the project implementation not only at the final stage of the project. The impact is aimed at becoming sustainable by implementing some activities several times in order to create continuity, on the one hand and, to increase familiarity, on the other hand. Sustainability is built in the project design and implementation towards the completion of outputs.

The Digitalized Learning Path for Educational Organizations (Learning Path) project was based on the European Framework for the Digital Competence of Educators (DigCompEdu). The framework was used as a transnational reference providing a common framework, which was helpful for the cooperation, as project partners were able to compare and assess each other’s results. The project focused on 3 development paths for enhancing digital skills and competences in educational organizations. All paths contain concrete results, which are available on the project website eulearningpath.com.1)The Organizational Learning Path focused on organizational strategies, “road maps”, and each project partner developed their own organizational road map. The road maps focused on enhancing the organization’s digital capacity and defining focus areas and competence levels for teachers’ digital competence development and CPD activities. Partners tested various CPD activities and based on the experiments created/updated their strategies. The DigCompEdu framework helped focus on relevant competence areas, instead of specific digital tools/programs. This was crucial, as digital tools and programs change sometimes quite fast, whereas the competence areas are more constant. Another important aspect was the involvement and commitment of top management. This ensured that the development work was integrated into the core operations of the organizations already during the project and would continue also after the project.2)The Personal Learning Path for teachers/trainers focused on developing a model for individual competence development based on existing skills/competences and designing the path onwards according to individual needs and interests. The personal path is developed on top of org. requirements and starts from individual competence assessment. Based on self-assessment and current proficiency level, the teachers designed their personal paths with individual objectives and suitable CPD activities. Experiments of various CPD activities included in-house-trainings, online trainings, mentoring, facilitated workshops etc. and they utilized service design approach, in which the end-users were involved in the development of their own CPD activities. Based on these experiments each organization developed their training scheme for digital competence development.Proceeding with small steps, sharing experiences and developing together were essential factors in succeeding and creating motivation to go further. Validation of developed competences can be difficult in informal education and here the experimentation with Open Badges proved rather interesting. Open Badges (micro-credentials) can be rewarded for acquiring certain competences and the validation can be a motivational factor for pursuing the next goals. 3)The third development path focused on stakeholders. The project platform, eulearningpath.com, was established already at the beginning of the project to continuously engage interested parties and share development steps and results in real time. The Platform is an open online resource and will remain so also after the project. Final models and best practices are described on the website, as well as e.g. blog postings on development steps and activities taken. The best practice models can be used as such in other educational organizations, but can also be adapted and implemented in any type of organization. Therefore the dissemination activities also focused on workplace instructors, cooperative companies and HR-reps of business organizations. At the start of the project all 5 partners were in different stages of digital development and with the common framework and cooperation had a possibility to reflect and compare their stages and receive valuable feedback and insights from each other. The partners tested and evaluated different competence assessment tools and concluded that the DigCompEdu-tools SELFIE and CheckIn are most suitable for educational organizations. The work of the project group was efficient and rewarding. The structure of the project, agile & flexible development, was considered suitable as it enabled continuous monitoring of progress and quick reactions to needed adaptations.The involvement of top management proved to be crucial, as all partners are now even more committed to the continuous development of digital capacity, skills and competences. The teachers involved gave positive feedback for being able to participate in the design and experimenting of their own CPD activities and emphasized the importance of management’s support and provided possibilities. The common consensus after the project was that the Learning Path models are practical, current, and can be used as a basis for digital competence development in any organization. Developing teachers’ digital competences step-by-step according to individual needs and interests, on top of organizational minimum requirements, is efficient and motivative.

Context/background of the project:Although the concept has been described for long, multimodality is not systematically used in Education and Training and some teachers still limit the number of pedagogic approaches they use in the classroom. Objectives:The objective is to provide a definition of what is multimodality and how to use it for education and training, create related pedagogic content and integrate it into a gamified digital tool for teachers.Number and profile of participating organisations:The consortium gathered 5 European organisations with complementary expertise:- The coordinator of the project is Manzalab, a French SME specialised in the development of digital experience and games for training purpose.- The Serious Game Institute of the University of Coventry participated to design evaluation tools and conduct the evaluation activities, with the end users and with an external validation board.- In addition, the consortium involved 3 European VET and adult education organisation: AFBB in Germany, VUC Storstrom in Denmark and SEDU in Finland. These organisations provided end users to contribute to the definition of the needs and for testing the developed game.Description of undertaken main activities:The approach used in the project was user centred and evidence based, to ensure consistency of the development with the end users needs.We have started with a literature analysis and end users survey to define the needs and the specifications of the game. We have then developed and tested the pedagogical content and the game with end user through an iterative process. An external Validation Board was also involved in the evaluation of the project progression. In parallel, dissemination and communication activities were conducted to promote the project and its results outside the consortium, mainly through the organisation of 2 multiplier events in Dresden (Game Based Learning Conference) and in Paris (in collaboration with Paris School of Business) and the participation to several conferences in Europe.Results and impact attained:The literature analysis revealed that there is an increasing body of evidence, which suggests that multimodality in learning is an active, student-centred approach in which students select the resources mostly relevant to them. This means that students are responsible for organising learning content such as words and images into coherent verbal and visual models, which comprise their mental schemata and conceptual structures. The essence of multimodality therefore is to provide different types of resources to the student for stimulating learning in meaningful ways within and across disciplines. To this end, multimodality is described as an inter-disciplinary approach drawn from social semiotics with an emphasis on communication and representation as means to meaning making. This is directly relevant to teachers in terms of doing more than simply using current theories of learning to engage students with novel forms of modes and resources of learning. To achieve this, teacher’s need to understand how multimodality engender new teaching and learning processes, strategies and methods as well as new roles for the student and the teacher. Multimodality in today’s classrooms refers to ‘multiple’ modes of representation, with combined elements of print, visual images and design. This transitional shift from print-based education to multimodal education indicates the need to rethink how teaching and learning is conceived, approached and practiced. This is conducive to the way pedagogies, content and technology is designed and utilised for allowing multimodality to take place within contexts and social relations.The pedagogical content and the game were designed from these observations and aimed at increasing the awareness of teachers to this new approach. Through an iterative process with the end users, the game was improved and the contribution to increasing multimodality awareness was measured. If relevant, longer-term benefits:Increasing the use of multimodality in the classroom will support the development of active and student-centred approach, expected to increase the learning efficiency. This is particularly relevant in the current context of Education and Learning and the challenges the sector has to face: needs for personalisation of the learning paths and reduction of the resources.

<< Background >>We are applying for this project as the covid-19 lockdown has clarified the requirement to offer citizens with fewer opportunities other pedagogical training methods than those already established. In the period of online teaching, some students have shown great benefit from being able to participate in safe familiar surroundings instead of being present in a physical classroom. In addition, the project must accommodate for the part of the education-ready population that is not mobile in relation to search education outside their comfort zone. The aim of the project is to strengthen the ability of organizations to be able to offer high-quality teaching in Hybrid Classroom.<< Objectives >>In partnership and through meaningful collaboration we will:Create a clear, sustainable, flexible and robust Learning Path for demonstrating continuous improvement and implementing/managing change.Create a localised platform for managing the change towards Hybrid Classrooms.Provide Information to a range of stakeholders about the project.Develop a Local Learning path in relation to assessing for digital capacity, skills and competences.Ensure greater knowledge and training of Teachers regarding setting up and managing Hybrid Classrooms. Embed the DigCompEdu and DigComp 2.0 (common frameworks), that will make knowledge sharing and collaboration comparable even though learners are placed in different qualifications levels (EQF).Disseminate information about the project to the widest possible target groups across the globe.<< Implementation >>The main activities areChanging and embedded in organization culture and practiceAssessment digital capacity across each partner organization Teacher/trainers training - 75 teachers/trainersStudent training 300 students2 multiplier events Transnational collaboration Dissemination activities according to the dissemination plan.<< Results >>Continuous Improvement plans in place for developing and maintaining Hybrid classrooms.Plan for assessing student and teacher capacity regarding Hybrid Classroom readinessStrategy for implementing Hybrid Classrooms.Roadmaps for CPD for professionals with regard to Hybrid Classrooms.Best practice of Learning designs 300 Students engaged in Hybrid Classrooms75 Trained StaffGreater EU collaboration