<< Objectives >>DURING PROJECT IMPLEMENTATION CHOPIN will: – Support digital competence development of schoolteachers– Enrich CLIL (Content and Language Integrated Learning) experiences for the processes of bilingual practical trainings and teaching with Virtual Reality (VR). – Define a harmonized European CLIL-VR qualification model of teachers trainings providing guidance and support to bilingual schoolteachers.– Develop, test and validate education material for bilingual teachers training.<< Implementation >>THE PROJECT ACTIVITIES are properly managed (incl. quality assurance) to create teacher guidelines and sample teaching and learning materials for the pedagogical sound use of CLIL-VR/WebVR in billingual teaching. During the development, testing, and evaluation of the teaching and learning scenario teachers from both organisations (PL and CY) participate. This ensures the sharing of the results to the target groups such as teachers, further schools and to the wider public.<< Results >>CHOPIN results in more digital competent teachers in PL and CY. More then 100 teachers will be qualified to being able to apply CLIL and Virtual Reality (VR)/Web VR in the classroom. The teaching and learning scenario is an appetizer for using modern digital media during e.g. language and history lessons. It will support national curricula regulations. The online repository (webpage, with e. g. learning videos) will enable to transfer knowledge, new teaching methods and approaches.

<< Objectives >>Faster 3D will: Promote digital skills of professional educational staff for natural sciences and IT - Increase the extend and depth of 3D printing and WebVR use - Training of trainers (online learning modules/microcredentials) - Creation of tailor-made teaching and learning scenarios - Involvement of learners with learning disabilities (Dyslexia or dyscalculia) - reduced resource consumption and waste by displaying active principles using WebVR or 3D printing of wearing parts.<< Implementation >>The project activities are properly carried out (incl. quality assurance) in order to develop, test and evaluate Faster 3D (F3D) content. 3 WebVR and 3 3D printing teaching and learning scenarios are created. Each is based on the lowest possible scan option, e. g. by smartphone. Further measures are: Creation of pedagogical guidelines, best practice guide, online learning modules as well as the implementation of online and offline promotion as well as training measures (mobility).<< Results >>F3D specifically promotes the development of media skills of VET training staff in DE and CY. The use and easy creation of interactive 3D models of real teaching and learning objects enables a variety of digitally enriched teaching and learning scenarios in the target industries and beyond. A total of 50 trainers are qualified. Learners (with and without learning disabilities) are involved. The F3D website and content enables the knowledge transfer and promotes new learning methods.

<< Objectives >>At XR4CRAFTS, vocational training staff in craftsmanship is supported by acquiring digital skills for the pedagogical-sound use of Augmented Reality (AR) and Virtual Reality (VR) as well as new VR haptics in practical training when implementing new training regulations. This promotes the implementation of the Digital Education Action Plan (Action 7) as well as national agendas and contributes to more digital, greener, and more inclusive teaching and learning in craftsmanship.<< Implementation >>The professional project management enables the development, testing, evaluation, and transfer of immersive media-enriched teaching and learning scenarios in the painting trade, bricklaying, carpentry and parquet laying. The basis for this are needs assessments in DE, BE, FR and ES, which lead to a pedagogical handout. The experiences will then be marketed in a targeted manner via the social media channels of the partners and their networks at regional, national and EU level.<< Results >>XR4CRAFTS leads to more digitally competent trainers and teachers in the partner countries. This increases the attraction of being a trainer in craftsmanship, of the occupational profile and leads to more motivated and thus better learning apprentices. At least 10 trainers in the focus crafts will be qualified, and a further 90 will be sensitized via promotional measures. All results are freely available on the project website and support knowledge transfer to the focus occupations and beyond.

"The EU 2020 strategy promotes digital literacy, as does the 2013 Grand Coalition for Digital Jobs. The EU Lighthouse Initiative calls for more ICT-oriented qualification (corresponding curricula at all levels of VET). In the area of work-based learning, Digi4VET is closely linked to the efforts of the European Training Alliance and the Riga 2015 Conclusion, which calls for systematic approaches to the professional development of company trainers and teachers in work process environments become. EU policies respond to the evolution of digital technologies, as they transforming many areas of daily life. There is a need for areas where digital technologies can meaningfully complement existing activities. This particularly concerns learning in the process of work, since the need for digital skills is not immediately reflected in the professional development of teachers and trainers. This can lead to loss of authority and a deterioration in the quality of training. Further influencing factors are the recent and medium-term changes in job profiles in Germany, in the field of industry, trade and commerce. The aim is to anticipate the technological changes in the respective training regulations. The fundamental element is that the corresponding digital competences must be conveyed in a sector-specific manner so that trainers / teachers can keep up with the technological, educational and social development of the working world. The cross-border project ""Digi4VET - Qualification Requirements (company) trainers andVET teachers, in the frame of a developing Industry 4.0, Craftsmanship 4.0 and Trade 4.0"" will develop and test selected contents for the use of AR / VR / MR / 3D printing in teaching und learning processes in the field of chemistry, painting and floristry. The goal is to achieve a measurable increase in motivation among learners as well as to provide trainers and teachers with a new teaching method so that they can visualize especially complex issues. This is a contribution to a VOCATIONAL TRAINING 4.0. The qualification includes dealing with augmented reality (chemistry), virtual reality (painting trade) as well as mixed reality and 3D- printing (floristry). These new technologies have great potential as they enable new forms of teaching and learning. These new teaching and learning methods require appropriate teaching and learning concepts and contents, which are not available yet, to provide teachers and (company) trainers with the relevant skills. Only then appropriate application scenarios are conceivable in vocational education. There is pressure to act in particular for the job profile of the chemical operator, since from the 3rd quarter of 2018 content such as: digital work as well as company and digital communication will be added. A transnational online survey (2018) of the Digi4VET consortium, among 24 teachers / trainers revealed (ANNEX I) that 82%, are interested in thematical AR / VR / MR and 3D printing contents . They also claimed interest for relefant concepts for the use in the classroom and in the company. Since these are new technologies, they mostly prefer ready-made teaching and learning materials and demonstrations. Digi4VET will provide for (company) trainers and teachers: - Blended learning course for the use of AR / VR / MR and 3D printing in teaching and learning processes in the company/training institution - Training for use and content creation on various AR / VR / MR and 3D printing hardware - Object Database for Royalty-Free Use of Objects in the classroom (Augmented Reality, Mixed Reality, 3D Printing) - Best practices use in the field of chemistry, floristry and painters trade - Didactical guidelines for the use in the company and in the classroom Only the cross-border cooperation allows an EU-wide application in different sectors, as it explicitly addresses the needs of teachers / company trainers as well as students / trainees, regardless of the type of vocational training system of the partner countries in Digi4VET. The professional development of teachers / trainers is compared between the different industries. This would not be possible without the participation of institutions, in particular from DE, NL and BE."

<< Objectives >>CybARverse supports IT as well as non-IT teachers and trainers through the acquisition of digital competences, among other things through the learning use of immersive media. The focus is on recognising and reacting correctly to cyber-attacks. This promotes cyber security awareness, the implementation of the Digital Education Action Plan (Actions 5 and 7) as well as national agendas, and it contributes to a more digital, greener and more inclusive teaching and learning.<< Implementation >>Professional project management enables the development, testing, evaluation and transfer of immersive media-enriched teaching and learning scenarios for cybersecurity training. This is based on needs assessments from LT, CY, RO and MT, which result in pedagogical guidelines, 16 teaching and learning scenarios and four CybARverse academies. The experiences are continuously targeted and marketed via the social media channels of the partners and their networks at regional, national and EU level.<< Results >>CybARverse leads to more digitally competent teachers and trainers. This promotes personal cybersecurity competence as well as the cyber resilience of educational institutions. At least 80 trainers and teachers will be qualified in the four partner countries and additional 149.000 people will be sensitised through online and offline promotional activities. All results are freely available on the project website and support the transfer of knowledge to the focus occupations and beyond.