<< Objectives >>Coding4Kids is a project aimed at primary and secondary school pupils that aims to achieve the following objectives: Make teaching in coding accessible to all teachers. Promote skills in children such as creative and logical thinking, spatial insight, problem solving, collaboration, etc. Encourage learners to focus on the understanding and mastering of technologies, and not focus on passive use of them. Make children understand the digital world in which they live by learning how to program.<< Implementation >>The project is divided into four work packages: Project Management (WP1), Development of Learning Modules (WP2), Train the Trainer Teaching Package (WP3) and Dissemination and Outreach Activities (WP4). Each work package has a number of activities selected and divided among the partners according to their expertise. In total, the project has 14 activities including lesson plans development, meetings, e-learning LMS platforms, dissemination activities, creation of SCORM materials, among others.<< Results >>Coding4Kids is designed to develop 10 learning modules, 30 lesson plans, theoretical content for teachers, all uploaded to an e-learning LMS platform such as Moodle, and translated to all partner languages. It will use digital tools developed on top of existing programming. Finally, dissemination activities, such as project website, a dissemination plan, the development of press publications or multiplier events are expected to be developed in order to achieve the desired impact of the project.

<< Background >>It is well-known that high levels of physical activity (Poitras et al., 2016), low screen time and sedentary time (Carson et al., 2016), optimal sleep duration (Chaput et al., 2016), and Mediterranean diet (Diolintzi, Panagiotakos, & Sidossis, 2019), are all independently and synergistically associated with physical, social/mental, and cognitive benefits in young people. In the opposite direction, tobacco, alcohol consumption, and other drugs are associated with negative health consequences in young people (Gobbi et al., 2019). These six-key health-related behaviors (the ‘Big 6’) have also been identified as strong determinants of chronic disease, such as cardiovascular disease, diabetes, and cancers (Li et al., 2018).However, many children and adolescents are not meeting PA (i.e., ≥ 60 min/day of moderate to vigorous intensity) (Guthold, Stevens, Riley, & Bull, 2020), recreational screen time (i.e., ≤ 2 hours/day) (Thomas, Bennie, De Cocker, Castro, & Biddle, 2019), sleep duration (i.e., 9-11 hours/day in children and 8-10 hours/day in adolescents) (Galland et al., 2018), and Mediterranean diet (Idelson, Scalfi, & Valerio, 2017) recommendations. Moreover, high rates of alcohol and tobacco consumption among young people has been reported in previous studies (Halladay et al., 2020). For example, a previous study conducted among 304,779 adolescents aged 11–17 years from 89 countries showed that 82.4% of adolescents had ≥2 risk factors, while 34.9% had ≥3 (Uddin et al., 2020).Schools are ideal settings to implement healthy lifestyle interventions as they provide access to large numbers of students at a critical time period and students spend most of their waking hours (Sevil, García-González, Abós, Generelo, & Aibar, 2019). Internet technology is becoming increasingly embedded in school education. For this reason, eHealth interventions (delivered via the internet, computers, tablets, mobile technology, or tele-health) offer increased student engagement, fidelity, and scalability. A recent systematic review and meta-analysis have shown that eHealth school-based interventions can be effective in improving healthy lifestyles, particularly physical activity, screen time, and fruit and vegetable intake (Champion et at., 2019). Schools face many challenges in translating evidence-based interventions into routine practice (e.g. funding, school climate, teacher self-efficacy, curriculum demands, and implementation support, among others). A lack of training has been identified as one of the main barriers to implement school-based healthy lifestyle interventions (Herlitz et al., 2020). Existing evidence suggests that sustainability depends upon schools developing and retaining senior leaders and staff that are knowledgeable, skilled and motivated to continue delivering health promotion through ever-changing circumstances (Herlitz et al., 2020). Therefore, there is a need to provide teacher training in health education so that these types of school-based interventions can be more successful.<< Objectives >>The aim of this project is to pilot an entertaining and engaging educational intervention on mobile devices, targeted at teenagers to promote physical activity by:a)Raising awareness on the importance of physical activity and healthy habits. b)Supporting Physical Education teachers to acquire a wide knowledge on how to develop online lessons and engage their students on physical activity, providing them with useful examples.c)Promoting the habit of doing physical activity daily and raise teenagers’ awareness on the importance of physical activity and healthy habits. d)Developing an amusing and engaging mobile phone application based on gamification to motivate teenagers to do physical activity.<< Implementation >>Partners will focus on different activities to ensure a good implementation of the project results:- At least 12 partners’ staff members and Physical Education teachers attend the Transnational Training Event which will intend to have a multiplying effect, taking into account that teachers and staff involved in it will share the project’s concept to more educational professionals. Moreover, partners will create a document that will be uploaded on the Project’s website and Facebook account explaining the different activities carried out during the event.- At least 12 Physical Education teachers per country will access and complete the online in-service training, which will help them acquire a wide knowledge regarding healthy habits and engaging activities that could be implemented in their lessons to improve students’ attitude towards Physical Education subject.-The application will be tried by at least 240 students - At least 120 representatives from educational institutions and the sport field will attend the multiplier events.<< Results >>During the Project lifecycle it is expected that partners develop the following results:-The first result will consist of the creation of a complete toolkit for teachers that will cover the different elements of the “Big 6” (physical activity, sufficient sleep, low screen time, consumption of alcohol and tobacco, and intake of healthy food) so that they can incorporate them in their teaching practices. Moreover, this toolkit will also incorporate different engaging activities and suggestions that could be implemented in the classroom. -The second result consists on a web application with a visual aspect similar to ClassDojo that will contain important elements related to the “Big 6”, that will help students acquire healthier lifestyles in an engaging way. Students will be able to choose different resources and to improve their healthy habits, and they will have the possibility to check their own performance and evolution, represented in a graphic measuring each of the “Big 6” elements. -The third result consists on a course on a Learning Management System containing some useful knowledge about teaching Physical Education using digital tools and including the big 6 will be created.

"Co-creation has become a hot topic in education, especially because of its promising potential to leverage the input of students, fellow educators and experts in the professional field to provide up-to-date course material in a rapidly changing environment. This is especially the case in higher and adult education which is characterised by an increasingly diverse body of students, including learners with additional degrees and prior work experience. Involving students in the co-creation of course material not only actively engages them with the subject material, it also provides a learning opportunity for 21st century skills such as digital fluency, multidisciplinary collaboration and self-management. Furthermore, co-creation also encompasses the input from fellow educators from related disciplines and stakeholders in the professional field, augmenting the diversity of perspectives offered through education. However, co-creating courses content often proves to be a highly time consuming process for the educator, with a lot of time being spent on course management and hence reducing their focus on content. The time bottleneck is peculiarly present in higher and adult education where educators have a wide variety of roles and large numbers of students. The aim of this project was to test the co-creation approach in a wide variety of educational settings. We therefore choose a varied set of partners, including universities, university colleges and adult education partners. Through these pilot courses we learned from each other and the partners disseminated experiences in their local networks. The project consisted of a preparation, test, evaluation and dissemination phase. Partners were prepared for the pilot courses in a co-creation training via a MOOC and a hands-on training session using design thinking tools. The co-creation approach was subsequently evaluated during a series of pilot courses in various educational settings. Finally, all developed training material and resources were made openly accessible via a CC-license on the projects' website: https://www.cocos.education > outcomes > intellectual outcomes. To facilitate co-creation, the CoCOS project applied the mindset, methods and tools gleaned from open source development to the co-creation of course content. Within the project we shared our experiences with and further pilot open source platforms explicitly designed to reduce course management during course co-creation. Using version control technology - typically used in software development - these platforms automatically keep track of what content was created by whom at what point in time. In addition, they provide a hierarchical control structure, allowing the educator to keep (or delegate) editorial control over the final course. Since no such platform exist(ed) the consortium build a proof of concept of such platform based on the projects' findings. This open source web based platform ""CoCOS Suite"" is available via https://www.cocos.education > get started > CoCOS Suite. Since the different stakeholders involved really believe in such a platform the project lead Artevelde University of Applied Sciences decided to continue to invest in the development of the platform in order to being able to release a stable 1.0 version to the public. The project mainly kicked-off with a training event in Ghent, Belgium once the basis resources (conceptual framework and online training) for this training were developed, in which educators were trained via design thinking tools, followed by the pilots in the different partner institutions. Throughout the pilot trajectory 512 students were reached across all partner institutions via 21 different pilot courses. The experiences of students, educators and experts were monitored and analysed via surveys. This resulted in a Learning Guide where do's and don'ts based on the pilots' analysis, with regards to co-creation were bundled. All project outcomes are available in English, Dutch, Spanish, Bulgarian and Slovenian via the projects' website. At the end of the project each partner organised a local multiplier event, which was meant to be organised during a F2F format. Due to COVID-19 restrictions, the format was changed into a virtual format with a set of video's, a webinar and with hands-on sessions in those partner countries where the restrictions allowed to do so. In total 112 people participated during the online or face-to-face organised multiplier events. The project resulted in 6 very important outcomes:- IO1 : Conceptual Framework- IO2 : On-line training platform and co-creation tool- IO3 : Method and Resources for F2F Co-Creation Training: Guidebook- IO4 : Pilot approaches and analysed results- IO5 : Learning Guide for Educators- IO6 : Website, with MOOC, testimonials, presentations, user-stories and published outcomes"

Flipping First has to do with teachers using active methodologies to improve motivation of students and to make the learning process more effective for them.FLIPPING FIRST project main objective of creating a framework to promote teachers to use FlipClass methodologies in VET. The main trend was looking at Flipped Classroom concept as the basis for a more general change of model which raises to a more “Student Centered” education, and therefore having a model of 'open school'.Specific objectives where to provide teachers with training to be able to use the methodology, and also with resources and courses to test the methodology with their students in 2 areas, Entrepreneurship and Tourism. This was done using The project partnership comprises of six partners in six European countries: Poland (INNEO - Studio Twórczego Rozwoju), Hungary (SZÁMALK-Szalézi Szakközépiskola), UK (Exponential Training & Assessment Limited), Belgium (ARTEVELDEHOGESCHOOL), Netherlands (Stichting Kenniscentrum Pro Work) and Spain (Jaitek Tecnología y Formación SL). Tangible results of the project are:- 10 video resources for teacher training, all of them in the 5 languages of the project (English, Spanish, Polish, Hungarian and Dutch)- 10 video resources for Enterpreunership also in the 5 languages as - the 10 resources for Tourism The 150 videos developed are all available in the Project Youtube Channel which has more than 6 thousand views.All the videos are classified by language and theme in playlists.Whit the resources, we have created 8 courses, also in all the languages. They have been created in the project moodle and are available for the teachers to learn about the methodology and tools, and for students so that their teachers can test right away the methodology with them.Of course the project has also created a web site and dissemination materials and several newsletters, all of them accessible through the website. The project will start with the development of the common communication and management tools and reports:1. Website, 2. Promotional materials.3. Dissemination Plan (communication and social networks) 4. Newsletters. (each six months in all partners languages)5. Evaluation Plan. 6. Exploitation plan. (To do during the last 5 months of project)The main activities of the project were:1. to create a FLIPCLASS HANDBOOK, which is a guide for teachers on how to use the methodology, together with the online environment of the project.2. To develop FLIPCLASS RESOURCES, where a total of 150 videos have been created, using Camtasia software, 30 in each language, for both teachers (teacher Training) and students (Entrepreneurship and Tourism)Besides those, we also:3. Create an online FRAMEWORK, based on a LMS as moodle, which was also enhanced by an installation of an eportfolio as Mahara.In these environment, 48 courses were created, 8 for each country in the project. Of those 4 were directly for teacher training4. Pilot the results with teachers and students, with at least 1300 participants among all the countries5. Make a Report with the results of all the questionnaires online answered by the participantsThe project had 5 transnational partner meetings to discuss project progress, resolve operational and financial issues and elaborate on project activities and ensuring the aims and outcomes planned were achieved.There was also one Staff training activity, and multiplier events in all the countriesto disseminate and expand results of the project.Dissemination of the project done by the partners will cover all levels, local, regional, national and European. The project was presented in the the “ I CONGRESO INTERNACIONAL Y V CONGRESO PSICOEDUCATIVO: EDUCANDO EL FUTURO”, held in Burgos (Spain) 23rd and 24th of November 2018, and included in the “Minutes Book” of the congress, with the same title “Flipping First: flipping the class, flipping the methodology”, and also an academic paper will be published with the title “Flipping First: an innovation proyecto in education through Flipped Classroom methodology” Sustainability will be achieved due to the partnership, which already has strong relations with several associations of educational institutions and work regularly with teachers”

"Effectiveness is now a key word in the socio-economic world. It is also important in school reality, in which it refers primarily to the work of teachers and students.To achieve its objectives SWIM aims to promote innovative, knowledge visualisation approach towards language teaching methods using bespoke Visual Dictionary Online Creator tool in order to improve efficiency of building key language competences to foster competitiveness of adult learners on a labour market. It is important to extend the offer of high-quality learning opportunities tailored to the needs of individual people with low qualifications in the field of adult education. In today’s modern economy, fast evolving needs of language learners require a swift response from the educational sector, teachers can not only use existing educational resources, but also be able to create and share their own personalised dictionary materials for the benefit of learners.The objectives of the project are to:(1) To strengthen key competences of students and provide more effective opportunities to acquire and develop skills essential to remain competitive on the labour market(2) Build the language skills of adults through engagement with bespoke learning resources to support the continuous language and professional development(3) To introduce new approaches and opportunities to support professional development for adult educators, trainers and mentorsThese objectives will be achieved by(1) Creating guidelines for education professionals for creating and taking advantage of visual dictionaries in their work to achieve better learning results, (2) Producing and piloting a set of visual dictionary resources, to benchmark their benefits perceived by the learners, (3) Creating a modern, user-friendly online environment ""Visual Dictionary Online Creator"" to support these teaching and learning methods and host the resources produced(4) Creating a recommendations document based on the findings acquired throughout the project.The SWIM project proposes creating a modern, collaborative online visual dictionary platform to make use of these possibilities and further explore them. This will be achieved through four Intellectual Outputs, which are interlinked and support each other. The Visualisation for Professionals Development Guidelines will contain theoretical pedagogical information, and step by step guidelines for professionals for creating Visual Dictionary contents and applying them in their work, as well as good practice samples of how to inspire and motivate learners with reward or gamification mechanisms included in the learning environment.The guidelines will be tested in a Transnational training event (C1) in Poland with 17 education professionals.Toolbox of Visual Dictionary Learning Resources is created as a joint effort by all partners and will produce a set of peer-reviewed multi-language visual learning contents that form an open resource toolbox which can be used as a fully online self-directed learning resource, or as part of a face-to-face or otherwise tutor-led learning experience. These resources will also be piloted in local test groups. The documentation of this output process feeds into creation of the Development Guidelines step by step guide section. The free and open access toolbox also works as a live sample and a seed resource attracting creation of more similar contents in the Collaborative environment.Visual Dictionary Online Creator and Library is developed as a modern web-based user interface customised for the two key target group profiles - training professionals and learners. The development process will follow agile methods and special attention will be paid in the usability and user experience; the User Interface design will be done as a joint effort by the three technically oriented partners and tested with the learners. Received feedback is then incorporated into development work in all stages, to ensure the key target audience is heard. Recommendations Document targeted for policy makers will include lessons learned in the project and recommendations for future actions.The project addresses two target groups: Students in any level of training, especially in the process of learning a new languageTeachers/trainers/tutors that work with these students; SWIM provides them not only with a new digital and interactive toolset to enhance the teaching of a new language, but also guidelines on how to best apply the tools in their work."