Over the last decade, the education sector has invested heavily in digital technology, but there is not evidence that such investment has yet resulted in radical improvements to educational attainment. International surveys describe the seriousness of a gap in the implementation of ICT-enabled innovation for learning and its negative implication on learning outcomes. Taking this into account, the European initiative on “Opening up education” shows that the development of approaches to ICT-supported learning and the access to quality OER (Open Educational Resources) is of high priority. In this context, MUST vision is that committed teachers, with convenient support, are able to build research based elearning materials for innovative practices. These materials will have the format of Open Moodle Courses developed in order to be used in mobile devices and will be translated to the partnership languages. Later, they will be used to promote teacher professional development by training teachers in their management. In order to achieve this objective a consortium composed of four secondary schools from four countries (Spain, Slovenia, Poland and Romania), one edutech company and a Regional Education Department has been set up with the following specific objectives:1. To develop 2 blended Moodle courses (1:Maths; 1: Physics) aimed to students aged 16-17 years. These one-year courses will integrate a combination of classroom and online based activities. The didactical approach will use Problem-based techniques and will be aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. Courses will be published as OER (Open Educational Resource) under a Creative Commons licence and translated to English and to other partners' languages.2. To organise, at least 10 teacher training activities, at national and European/International level, in order to discuss MUST materials. In addition, the project server will offer free access to the courses to facilitate networking between the MST teacher community.3. To engage, at least, 40 teachers in experimenting the materials developed in different classroom contexts, involving more than 800 students. MUST partners will contribute to the mentoring of teachers and monitoring student progress. It is expected that this approach could contribute to support the production and adoption of OER in diverse European languages and help in reaching the EU2020 target of 40% of attainment in tertiary education.

COMPASS project is an initiative aimed to contribute to alleviate the lack of achievement in STEM education and the ineffective use of digital technology, by bridging the gap among research and teaching practices. Project partnership is composed of two research universities (Bayreuth, Germany and Maribor, Slovenia) with a sound experience in developing dynamic geometry software (JSXGraph) and on innovative use of ICT in classroom (e-books); four secondary schools from four countries (Bulgaria, Romania, Spain and Turkey), that has ensured the project to be firmly connected with the everyday reality of the school life; and a EdTech company (Spain) that put the consortium in contact with the modern entrepreneurial world. This multifaceted consortium has achieved the following results:1.To research on the development of JSXGraph software new features in order to help create interactive animations which allow secondary students to be able to perform function plotting, charting and visualization aimed to enhance conceptual understanding in Science and Maths. A special focus was on the integration of JSXGraph with Moodle and interaction with the Moodle filters MathJax, FORMULAS and multi-language.2. To develop two STEM-Moodle modules aimed to secondary school students on Maths (quadratic function) and Science (Motion). These modules integrate JSXGraph based interactive animations in Moodle quizzes which allows monitoring of students' progress by taking advantage of their built-in learning analytic system. The didactical approach have used problem-based techniques aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. Modules have been translated to English and other partners' languages and published as OER (Open Educational Resource).3. Modules have been piloted by partner schools several times during the project life span. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials.In order to introduce COMPASS materials to the teachers community, project results have been disseminated through more than 30 presentation events at conferences and teacher training activities and through social media (project blog, facebook, twiter). In addition, three professional development courses have been performed, at national and European level, involving more than 100 teachers. By creating the COMPASS Online Academy, project has facilitated that around 20 teachers have gone further in experimenting the materials developed in different classroom contexts. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. In addition, the project server is offering free access to the materials to facilitate networking between the STEM teacher community. On the other hand, educational researchers could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, software developers have also benefited of project efforts in order to push further the interplay between interactive animations and Moodle questions. As a result of this interaction, several networks have been created among content developers and Higher Education researchers. A network with the Abacus project from Finland has led to a successful follow up ERASMUS+ application: 2018-1-DE01-KA203-004268 (ITEMS “Improving Tools for E-assessment in Maths and Science”), which will be a three-year project starting in November 2018.

SCORE project (https://scorepro.eu/) main objective is to help improve students' achievement and attitude towards STEM subjects and to improve the ineffective use of digital technology by bridging the gap among research and teaching practices. Project partnership is composed of one university (SP), one education institute (RO), three schools (SP, RO, PO) that has ensured the project to be firmly connected with the everyday reality of the school life; and a EdTech company (SP) that put the consortium in contact with the modern entrepreneurial world. This three-country multifaceted consortium has achieved the following results:1. SCORE partnership has developed 6 STEM-Moodle modules aimed to lower secondary school students on Maths (Fractions & Ratios, Functions & Handling Data) and Science (Density, Forces and Energy) using a didactical approach with a focus on using problem-based techniques aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. These modules (https://moodle.scorepro.eu/course/index.php?categoryid=4) have the following features: - Modules integrate JavaScript based interactive animations in Moodle quizzes mainly using JSXGraph (see example at https://scorepro.eu/jsxgraph) and H5P (see example at https://scorepro.eu/h5p) tools, which allow secondary students to be able to perform function plotting, charting and visualization aimed to enhance conceptual understanding in STEM subjects. - Modules include Computer Assisted Assessment (CAA) interactive activities in order to monitor students results and the effectiveness of the used approaches by means of Learning Analytics methods and tools by taking advantage of Moodle built-in learning statistical system.- Modules have been translated to English and other partners' languages - By using JavaScript & HTML5 technology it is guaranteed that SCORE modules will run in every platform and any browser including mobile devices.2. SCORE project results have been disseminated through more than 10 presentation events at conferences and teacher training activities and through social media (project blog, youtube, ...). In addition, three professional development courses and workhops have been performed, at national level, and four at European level involving in total more than 100 teachers.3. Through SCORE Academy, modules have been piloted by partners and collaborator schools several times in different educational contexts during the project lifespan, involving more than 900 students. Project impact has increased by means of using innovative LTI tools which allow schools easy access to SCORE modules. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials. Educational researchers and software developers could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, as long term benefit, SCORE project server will offer permanent access to the materials as examples of good practice and to facilitate networking between the STEM teacher community. SCORE courseware results are freely available as OER (Open Educational Resource) under a Creative Commons license 3.0. Every educator interested can visit the materials at https://moodle.scorepro.eu/course/index.php?categoryid=4 logging in by using her own gmail account.

"Creating a modern and efficient STEM education system is a priority in all European countries as education faces a digital challenge: need to adapt traditional teaching methods and offer a mix of face-to-face and online learning possibilities. The pandemic situation has cleraly highlighted the relevance of this situation So, in this context, ITEMS main objective is to design and promote innovative methods, pedagogies, learning materials integrating e-assessment tools and assignments activities for STEM teaching, at Higher Education and high school level as well. Good digital learning materials and exercises, as well as e-assessments for STEM subjects require interactive graphic possibilities, randomized questions, multi-language options, and adaptive automated responses. In ITEMS we brought these technologies together, by using the Learning Management system Moodle, the question types STACK and Formulas, as well as the JavaScript graphics library JSXGraph.Project partnership is composed of five-country multi-sectorial consortium composed of a research institute (Center for Mobile Learning, Bayreuth U), three universities: Aalto U(FI), Maribor U(SL) and Jihoceska U (CZ), a high school (IES Mediterrània, SP), an edutech company (BNedu, SP) and a regional education authority (Conselleria Educación de Comunitat Valenciana, SP) working in a collaborative European perspective. This consortium has achieved the following results:1. ITEMS has gone further in the research and development of JSXGraph software. In close collaboration among all partners important new features have implemented and the interplay with Moodle questions types STACK and Formulas has been much improved and made easier.A relevant event has been the 1. International Conference (https://jsxgraph.org/conf/program/) held online in October 2020.On the one hand, ITEMS has facilitated extensive use of JSXGraph by educators through the creation of an interactive HANDBOOK which has been publicized through several communications (e.g. https://itemspro.eu/2019/11/27/items-project-at-moodlemootglobal/) and through the MOOC: JSXGraph programming. Big interest in learning advanced JSXGraph features has been expressed during the conference. As a result a free monthly webinar on “Advanced JSXGraph programming"" with a worldwide audience has been established (https://jsxgraph.org/wp/docs).On the other hand, all of these developments had a positive influence on the creation of more effective and engaging activities for students by the project partners. By using JavaScript technology it is guaranteed that these ITEMS modules will run in every platform and any browser including mobile devices.2. ITEMS partnership has developed 3 STEM-Moodle courses: one at University level and two at High School level. All of them integrate JavaScript based interactive animations in Moodle quizzes mainly using JSXGraph, integrated in Formulas and STACK questions. This allows students to perform function plotting, charting and visualization aimed to enhance conceptual understanding in STEM subjects. During the development phase, materials were presented at several professional development activities and finally discussed among educators community through two MOOCs. 3. ITEMS project results have been disseminated through more than 10 presentation events at conferences and teacher training activities and through social media (project blog, youtube, ...). In addition, three professional development courses and workshops have been performed, at national level, and four at European level involving in total more than 100 teachers.3. Through the ITEMS Academy, modules have been piloted by partners and collaborator schools several times in different educational contexts during the project lifespan, involving more than 900 students. Project impact has increased by means of using innovative LTI tools which allow schools easy access to ITEMS modules. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials. Educational researchers and software developers now could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, as long term benefit, ITEMS project server will offer permanent access to the materials as examples of good practice and to facilitate networking between the STEM teacher community. ITEMS courseware results are freely available as OER (Open Educational Resource) under a Creative Commons license 3.0. So, every educator interested can visit the project outputs and results at https://moodle.itemspro.eu/course/index.php?categoryid=13 logging in by using the account teacher/teacher"

During the pandemic, the impact of e-learning became particularly important. In the field of remote teaching (RT), there is a notable lack of high-quality, research-based learning material.Slovenia has created advanced interactive i-Textbooks and a collection of video lectures in the style of Khan Academy. Unfortunately, both are limited to the national level due to the language barrier. The materials allow asynchronous use and are therefore useful for diverse learners, as economic and cognitive impairments can be reduced by teaching outside the real-time. We have chosen STEM subjects for EXPERT because it is internationally applicable and because we want to follow the principle of gender equality.In EXPERT, we have set ourselves the following goals: ▪ upgrade and improve learning materials,▪ translate these materials using advanced machine learning models to English (pivot language), ▪ include materials into the Learning management systems (LMS),▪ to explore new models for use in classrooms in an international environment.EXPERT comprises expert organizations from 5 countries (Slovenia, Finland, Germany, Spain, and Turkey). About 500 primary and secondary school students will be involved in the digital pilot of OER. The participation of about 150 teachers and researchers is expected, with developed OERs and MOOCs, we will additionally reach a much broader population. We are also aware of the low acceptance of the technology by teachers, so we will prepare explicit Instructional Principles for distance teaching and learning in cyber-flipped classroom pedagogy and additional instructions for adapting the learning paths in the LMS to the needs of the students.We will use different project methodologies, as four intellectual outputs are technical, and four are pedagogical. The pedagogical outputs design the pedagogy for technical improvements, integrate the OERs into the classroom settings, and evaluate their implementation. Specific methodologies will also be used, such as qualitative and quantitative social science methodologies for pedagogical research.In EXPERT, several innovations will be designed: ▪ a machine learning model to be trained to efficiently and correctly translate i-textbooks first into English (as a pivot language) and later into other partner languages; ▪ Community-driven use and improvements of i-textbooks (similar to Wikipedia). ▪ Possibility to include some topics from interactive textbooks in LMS and to construct personalized learning paths; ▪ First taxonomy of video explanations; ▪ First research-based emergency distance learning guides with video explanations; ▪ Cyber-flipped LMS didactics for use in situations similar to COVID lockdown.EXPERT will provide ALL teachers and ALL learners with several results. The taxonomy of video explanations will be designed to help teachers choose the appropriate video explanation for their students. Explicit guidance will be given on how to help better learners develop in-depth knowledge of distance learning STEM with OER. We will develop new innovative ways how to individualize the work with prepared materials within the LMS. The results are highly transferable to other subjects in the school system (especially hierarchical subjects such as languages) and also outside the school system (e.g., the neural model of machine transcription and translation). We expect an impact on more profound understanding and knowledge through STEM, the effective use of ICT in teaching by teachers, and decision-makers' encouragement to achieve a higher level of digital literacy of all stakeholders in the school system. As the level of STEM competencies is in a positive relationship with the gross domestic product (GDP), we expect a potential long benefit in society's technological and economic development. We see another benefit in raising the digital competencies of both teachers and researchers as well as students.