"Lors de la rédaction de ce projet, les partenaires avaient identifié que les compétences numériques sont aujourd'hui extrêmement importantes sur le marché de l'emploi. Elles sont utilisées et attendues dans plus de 90 % des métiers. Les outils de communication sont désormais nécéssaire dans tous les secteurs professionnels. Une fiche d'information publiée en septembre 2017 par la Commission européenne (""A Digital Europe needs Digital Skills""), mentionnait que seuls 56 % des Européens âgés de 16 à 75 ans possèdent au moins des compétences numériques de base. Il nous paraissait important de fournir une formation adaptée au public qui souhaite s'insérer dans la vie professionnelle, et cette formation devait pouvoir s'inscrire dans un apprentissage tout au long de la vie. C'est pourquoi nous avons décidé de produire une formation en ligne, open-source, sous la forme d'un MOOC.Nous avons identifié que les nouveaux médias : Réalité augmentée, réalité virtuelle, vidéo à 360°, publications enrichies partent à la conquête de nos écrans, de nos pratiques culturelles et professionnelles et révolutionnent ainsi notre façon de produire et de consulter des contenus. Néanmoins, bien les Européens soient en contact quotidien avec ces nouvelles formes de contenus enrichis dans leur vie professionnelle et personnelle, peu d'entre eux connaissent leurs moyens de production, leur coût, leur utilisation.....Ces nouvelles technologies sont souvent perçues comme complexes, coûteuses et réservées aux spécialistes et suscitent souvent des réticences, voire de l'anxiété lorsqu'on nous demande de les utiliser ou de les mettre en œuvre au sein d'une entreprise. La méconnaissance d'outils de création faciles à utiliser accroît le fossé entre les ""spécialistes"" ou les ""geeks"" et l'ensemble des professionnels. Les partenaires ont créé et mis en oeuvre une formation européenne sur les pratiques et les outils nécessaires à l'utilisation de 6 technologies impliquées dans la publication et la diffusion de contenus augmentés : l'EPUB 3 (standard du livre numérique), Réalité augmentée, Réalité virtuelle, Vidéo 360°, Vidéo interactive et imprimés augmentés. En pratique, le project Digital Innovative Media Publishing for All regroupe:- Un MOOC de 6 semaines, sur 6 nouvelles technologies de publication de contenus enrichis, disponible sur la plateforme CourseNetworking dans les 4 langues du partenariat ainsi qu'en Anglais- Des boîtes à outils logicielles et des banques de ressources permettant l'appropriation et la réalisation de ces nouveaux médias augmentés- Des modèles réutilisables, exemples et tutoriels afin de se familiariser rapidement avec les technologies abordées,- Des fiches explicatives,- Un guide de mise en œuvre de la formation, adressé aux formateurs, afin de permettre la ré-appropriation, l'exploitation, et la diffusion des contenus produits lors de ce projet. Ce projet s'adresse aux apprenants de tous âges impliqués, mais aussi aux formateurs et enseignants impliqués dans les secteurs de la formation professionnelle continue. Le MOOC (Massive Online Open Course) est accessible à tous. La plateforme utilisée, ainsi que la publication des contenus sur la license Creative Commons permettent son utilisation et/ou sa ré-exploitation sous la forme de modules ou dans son intégralité, en fonction des besoins. En outre, nous avons accordé une attention spécifique à la mise à disposition du contenu pour tous, afin d'éviter de laisser certains apprenants sur le côté. Les contenus ont été adapté autant que possible aux personnes souffrant de troubles spécifiques de l'apprentissage (TSA) qui représentent 8 à 15% de la population en Europe.Durant la période de test puis de réalisation du MOOC, nous avons communiqué et travaillé avec plus de 650 professionnels (apprenants et formateurs).Lors de la période de mise en oeuvre du MOOC, nous avons fourni une certification d'apprentissage pour nos apprenants ayant poursuivi l'ensemble des modules requis : ce certificat vaut 1 ECVET. La diffusion du projet a été impactée par la situation sanitaire COVID19, nous avons reporté nos efforts sur l'organisation d'évènements multiplicateurs en ligne, un gros travail de communication sur nos réseaux sociaux, la création de vidéos archivées sur la chaine youtube DIMPA du projet. Ces actions nous ont permis de toucher plus de 3 000 personnes. Le projet DIMPA est conçu pour fonctionner désormais de manière indépendante. La formation est ouverte à tous, sans délai de réalisation. Chaque partenaire a la possibilité de certifier les stagiaires par l'attribution d'Open Badges. Nous avons autorisé sur la plateforme la traduction, l'importation et la réutilisation des contenus produits par le partenariat. Grâce au guide de mise en œuvre de la formation, nous espérons que la communauté VET et les formateurs s'approprieront les contenus dans les années à venir."

The project ‘recreaMATHS’, is intending to shift the teaching of mathematics to kindergarten, by providing the kindergarten educators and formal/non-formal STEM education providers with meaningful non-formal tools which shift the emphasis from “numeracy skills” and ‘skill and drill practices' to teaching the ‘language of math’ by aligning to this spectrum both the content and the pedagogy of the material produced. As per Southey (2014) “[w]hen numeracy is framed as competency around ‘number’, educators may limit the possibilities for children to make meaning about their world in a range of mathematical ways”. As per this Vice president of Early Childhood Teachers’ Association “[w]hen math is viewed as a language with particular ways of framing the world, educators are more likely to use child-centered practices” (Southey, 2014). Taking this into consideration, recreaMATHS along with its inherent methodologies are targeting towards the following results: (a)The formation of a unique mathematical approach for kindergarten educators which frames mathematics not just as a competency around number, but as socio-cultural product as well as a multifaceted educational field, through a journey of its demonstrated applicability in everyday life, technology, culture and arts, as well as through its correlation with the European cultural heritage. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approaching simple math concepts and reasoning for preschool ages, thus helping the students to develop skills related with “Mathematical Discourse, Logic and Reasoning”.(b)The familiarization of kindergarten educators with the utilization of digital tools and technological innovations (e.g. 3D modeling, printing, publication software) for the construction of modern math manipulates that serve their peculiar educational needs and objectives(c)The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and Visually impaired students, as well as for students with SLDs.By employing methodologies, such as “game-based pedagogies” and “experiential learning” as well as by assimilating the concept of “mathematical exhibitions/ math exhibits” that has widely been adopted in order to conceptualize and delineate both the work and vision of the most reputable Math Museums worldwide, the project recreaMATHS aspires to bring math museum- oriented methodologies in kindergarten classrooms. Such decision, has been based on the rationale that math museum activity is capable of changing the perception of mathematics, especially by developing and strengthening its own language, different from the school language and the scientific popularization. -4 INTELLECTUAL OUTPUTS: *1 methodological guide which aspires to set the ground for the formulation of the synthetic elements of a solid and coherent pedagogical approach.*A sophisticated collection made up of 5 mathematical e-books for kids (4-5 years old) and a second version for children 6-7 years old that could be used in kindergarten and primary schools’ classrooms, both endowed with animations, illustrations and audio material/recordings. A Creation- Kit on mathematical e-books appealing to educators, which aspires to guide the latter on the creative, pedagogical and technical aspects of generating tailor made E-books on math- from scratch. *An entire collection of 12 hands-on plus 2 Virtual Mathematical exhibits for kindergartens, based on the principles of experimental learning and play-based pedagogies. The exhibits will be accompanied by their blueprints, relevant info and pedagogical guidelines, but also by relevant workshops and lesson plans.*A concise 20-hour Module on 3D modelling, printing and photogrammetry which endows kindergarten educators with the appropriate know-how on how to utilize a computer aided software with the aim to ideate, design, illustrate and print out their own math manipulatives and three-dimensional exhibits. A creation kit composed of design maps, thoroughly analyzed instructions and ready-to-print designs (3D) of the 12 mathematical exhibits. -NATIONAL WORKSHOPS (under the IOs): * The entire IO2 methodology (E-books and Creation Kit for math E-books) will be transmitted to kindergarten educators and students. It’s been estimated that 200 students and 25 kindergartens in total will participate during the national workshops. * A 20-hour training course on 3D Modelling for the creation of interactive math exhibits/tools/ games in each partner country with the participation of at least 10 kindergarten teachers/STEM educators and educational providers *After their printing, the hands-on exhibits will be experienced by the students of national kindergartens of each country. It’s been estimated that 200 students and 25 kindergarten teachers in all the partner countries together will participate during the national workshop

“TOUR FR(I)END- Friendly Redesign of Inclusive Experiences N’ Destinations for Deaf people” (TOUR FR(I)END) project aims to empower Deaf and hearing impaired people’ Inclusion and Development of Career opportunities of young people by Cultivating the Use of International Sign language in the field of tourism through a phygital toolkit and a serious game. The 2019 OESC report provides strong evidence that young people (15-24) in Europe are struggling to find work (15% of them are unemployed). On the other hand tourism is accounted in 2018 for 12.7 million persons employed. One of the most significant attempt in tourism is to create products and services that are accessible. However very few efforts have be done in terms of accessibility of Deaf people. The Statista (2015) estimated that 119 million people in the whole of Europe were deaf or hard of hearing. As “Tourism activities of Deaf people” (2013) research reveal the greater barrier Deaf people meet, is No Sign language provision. The vast majority of Deaf people suggest having the possibility to talk in sign language during a trip will enhance their accessibility and choice of destination. BLS predicts a 29% increase of interpreters of Sign language by 2024. TOUR FR(I)END proposes an innovative methodology through a phygital toolkit and a serious game, for developing both deaf and hearing young people skills competences and employability, as well as enhancing the accessibility in Tourism. More specifically the outputs of the project involve:O1- Methodological guide of TOUR FR(I)END projectO2- Learning training guide for basic skills of people working in touristic industry (especially in terms of language, dialogs etc)O3- Learning training guide for learning basic sign language phrases using them in the field of tourism (hotels, airports, booking companies, tourist offices etc)O4- Learning training guide for trainers focusing on touristic industry basics, international sign language and use of created game-toolO5- TOUR FR(I)END phygital Serious GameOBJECTIVES of “TOUR FR(I)END” project:-To promote social inclusion of Deaf people and accessible tourism-To support deaf and hearing young people (18-24) in acquiring and developing basic skills and key competences in the field of accessible tourism-To create an innovative phygital toolkit and serious game promoting open education and innovative practices in a digital era-To strengthen youth trainers, coachers, career advisors and relevant professionals skills-To create an innovative and efficient toolkit that youth trainers and relevant professionals can implement to their workTARGET GROUPS of the project are:-youth organisations, training centres, social innovation centres, organisations that deal with gamification processes (employees/ researchers/ youth trainers/ youth workers/ other professionals), institutions dealing with inclusive and accessible tourism/ disadvantaged groups/ deaf or hard of hearing people/ entrepreneurship education)-organisations that fall in the travel and tourism industries, namely the total of all businesses that directly provide goods or services to facilitate business, pleasure and leisure activities away from the home environment (tourism executives, hotel staff, travel agents, tour guides, HR managers)-deaf associations and sign language schools (deaf or hard of hearing people). The project meets a transnational need for innovation in the field of assesible tourism for Deaf people through a phygital toolkit and serious game.The partners Les Apprimeurs (France), CiP (Cyprus), Challedu (Greece), Enjoy Italy (Italy), SCS LogoPsyCom (Belgium), comes from different backgrounds and are capable to create a holistic approach. The materials and method that will be developed through the project, will be of globalinterest and will have the ability to be applied in different environments.

"The last PISA results (2015) show that 20,6% of EU students are low achievers in science (+4% since PISA 2012). In mathematics, the results are even slightly worse with 22.2% of European students who are low achievers in maths, slightly up since the previous PISA test (2012). This means that more than one out of five youngsters in Europe is not equipped with that basic skill necessary for numerous valuable jobs in our current economy. With only 4 countries in science and 2 in mathematics with lower underachievement than the benchmark fixed by the EU (15%), the problem of STEAM level is still of critical and transnational importance. Learners also often believe that the difficulty is too high for them and that they cannot do anything about it.It is therefore essential to work on improving the level of EU pupils in STEAM. To do so, it is critical to foster the students’ engagement and motivation by offering innovative ways to present and work on STEAM within the school system. Based on their respective expertise and research, the partners are convinced that the concept of educative escape rooms/games can play a very positive role on improving education in general and the learning of STEAM in particular. Escape rooms have a great potential as an educative tool as they rely mostly on knowledge, reflection, problem solving and collaboration. In addition, they create a positive level of engagement from the players to the topic of the game. All these characteristics are extremely positive aspects in the context of school education.The objective of this project is therefore to create a methodology, tools and practical examples of escape rooms adapted for school education on STEAM. The program and the tools will be directed at the teachers and educators of secondary education in order to give them access to a new range of possibilities to teach this specific topic and potentially others.The methodology will integrate inclusive elements for disadvantaged learners, especially the ones with Specific Learning Disorders (for instance dyslexia or dyscalculia). The results of these learners tend to be lower than average in STEAM, not due to a lack of capacity but due to their difficulties with some aspects of the formal approach (especially in mathematics).STEAM is also an important cultural aspect of our lives and the history of European societies and has been a key factor in the creation of Europe as a culture: from the debates of the ancient Greek to the modern scientific programs passing by the Enlightenment. In the scenarios of Escape Room, this project will also raise the learners’ awareness on the European cultural aspects of STEAM and on positive scientific figures. This will allow learners to develop the ""cultural awareness and expression competence"" listed among the Council Recommendations of 22 May 2018 on key competences for lifelong learning.Through the creation of this project and its intellectual outputs, the 2 main expected end results of this project on its completion are:The improvement of the STEAM teaching skills of the teachers involved in the project and targeted by dissemination activitiesThe improvement of the STEAM skills of the students, including disadvantaged ones, between 12 and 18 years old involved in the project as well as of all the learners taught by the teachers targeted by the dissemination activities.To achieve these goals, the project partners will develop:1 Pedagogical guide in 6 languages (digital) “Escape room for education“ 1 Creation guide in 6 languages (digital) “How to create pedagogical escape rooms?”15 lessons packages integrating the lesson content and escape rooms within the lesson 300 learners testing the material with 10 teachers directly involved1 “Escape Classroom Generator” to support the teachers in the creation of new escape rooms with 400 synopsis, tools, advices, and recommendations1 online training course module worth 1 ECVET point followed by 40 people10 best practices with description of the implementation of an ER and/or its creation At the end of this project, the partners wish to provide the first European portal of free resources, designed and approved by professionals: teachers, researchers in education, scenario specialist and ICT professionals to implement escape rooms in schools in general and on STEAM in particular. We wish to positively impact the youngsters’ motivation to study STEAM, their taste and interest in it and finally their STEAM skills, providing an inclusive learning environment for learners with SLD.To do so, we have developed a project plan and integrated outputs that are expected to have an impact on the awareness of the teachers on the non-formal learning approach of STEAM and gamification, to develop their capacity to use escape rooms for STEAM education and for education in general, as well as on their capacity to create content and on their actual use of approach in their daily practice."

<< Background >>Homework is a cornerstone of the different school systems in Europe. It is not always described as such in official documents but in practice all students have to spend a sizable part of their afterschool time doing it. And yet the topic is debated with numerous studies arguing in favour or against homework, analysing if homework is effective or how much time it should take. When compiling different studies (ex: Cooper 2006), the effects seem overall positive but are associated with potential downsides such as “physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time”. Different research also shows that the socio-economic status of the student and family support impact these outcomes. So, if homework has the potential to improve learning but its actual positive effect is not important enough and diminished by circumstances, what can be done? Some voices advocate for its suppression, but a more constructive way is to work on how homework is done and to improve its quality.Using abundant literature research on the topic, we can identify 5 fundamental characteristics of effective homework (Vatterott, 2010):•Purpose: Assignments are meaningful, and students must understand its purpose and importance.•Efficiency: Homework should take reasonable time and needs to involve some hard thinking.•Ownership: Students who feel connected to the content learn more and are more motivated.•Competence: Students should feel competent in completing homework and so we need to abandon the one-size-fits-all model. Homework that students cannot do without help is not good homework.•Inspiring: A well-considered and clearly designed resource and task impact positively a student motivation.The need to improve the quality of homework is even more stressed by the COVID19 as the quantity of self-study or homework has increased intensively. Among the most noted consequences of this situation were the reinforcement of inequalities in learning and the disengagement of students as assessed by analysists but also teachers, specialists, or parents. Therefore, to increase its quality, we intend to propose a new format of homework using storytelling, gamification, and game-based learning to address the 5 characteristics above. This adventure homework format will present series of tasks under the form of a story with different pathways including in-story support for struggling learners. While this will not be sustainable for 100% of homework, it will help re-engage pupils and associate the concept of homework with something positive. The level of retainment of information will also increase thanks to gamification mechanisms imbedded in the class materials, as it is proven that Gamification and Game-based-learning have a higher rate of information retainment than classical learning techniques.This adventure homework format could be suited to all school topics, but for practical reasons we will focus on one topic to provide the most accurate content possible. Therefore, we have decided to first tackle one of the key issues in European learning, the STEAM (cfr. underachievement level in PISA studies 2018), as it is one of the matters where learner’s (dis)engagement is the highest.<< Objectives >>The main objective of EduGRAAL is to boost the students’ achievement results and engagement at school, by improving the efficiency and engagement of Homework through gamification and storytelling techniques applied to homework. This objective is particularly important in the current Covid climate which forces the education system to work remotely more often than not. Teachers would be better equipped to weather the remote learning situation with these tools. As this Game-based learning or gamified learning is essentially more oriented towards learning-by-doing, it is especially useful to apply in the STEAM subjects, as those tend to be more abstract and difficult in terms of pupil engagement. The continuation of the development of key competences is of the utmost importance to the good evolution of the pupils. This project therefore aims at creating innovative and creative pedagogical tools to be used in a homework context in order to engage pupils in a homework adventure. And by doing so, we will encourage the development of basic skills as described in the priority: by promoting cross-curricular collaboration in the same adventures which is an innovative learning approach that is focusing and engaging learners in a competence-based revision, integration or assessment system. In addition to this central objective, our project will also respond to other priorities listed above:1)The usefulness and efficiency of this cornerstone of school education is heavily debated among scholars and from time to time in the public/political field. With this method, we therefore intend to provide teachers with an alternative assessment tool and method for the homework done by the students.2)An additional priority, but which will be transversal to the whole project, is to ensure the inclusivity of the method and tools developed. By presenting itself under a different, more engaging / less stressful format that will rely on a variety of skills and applications to reach the next steps of the homework adventure, the method will benefit the pupils most in need for engagement and support including the ones with learning disorders as well as most of those struggling in school for various reasons (migrant background, socio-economic difficulties, etc). In addition, a special attention will be on the positivity of the approach (by insisting less on failure and more on progress) and on the format of the content where all results will be suitable for people with learning disorders (in terms of presentation, layout, phrasing, etc)3)While we will not limit ourselves to STEAM education in this project, the STEAM subjects are most likely to be even more affected by a lack of engagement from the pupils, especially in homework. Hence, they are going to be a focal point of this project to open the way to gamified homework all across the board of academic subjects. STEAM education is an essential step to the development of our fast-paced society. In the school sector specifically, a secondary goal of this project is to increase the levels of achievement and interest in STEAM education.<< Implementation >>This project will produce several results, leading to two subsequent testing phases organised in all partner countries. To reach these tests, we will begin with the creation of the first result, by building a first batch of Homework Adventures. Once the first batch is well on its way of being created, the expert partners will begin the creation of the second result, an eLearning module about how to create Homework Adventures, by building on their experience. This eLearning module will allow the teachers and education professionals to have a step-by-step method to follow in the creation of their own Homework Adventures. This first batch will be tested in schools by both pupils and teachers and will be modified and improved as needed. The participants in these testing phases will be interviewed in order to get their impressions, good practices and experience using the material and the partners will learn from this first testing phase in order to improve the first batch and to create a more complex and efficient second batch. As the first testing phase begins, the launch of the creation of the fourth result, an implementation guide, is done. This guide will be based on the invaluable input of the field testers, as the first users of all the project results. Additional feedback on best practices will be gathered by the partners in order to help set the improvement needs and the best practices for both the second batch and the use of the results post-project development. In parallel of the first testing phase, partners will begin to build the third result as well; a Toolbox of pedagogical tools, visuals, practical sheets and templates, in order to further enrich and polish the Homework Adventures and to create building blocks for teachers when they will create their own Homework Adventures. This Toolbox will be translated by the partners in their national languages. As all results progress, a second batch, using the experience gained in the first batch and the feedback from the first testing phase will be created with both gamification experts and schools. As the second batch is being field tested in schools and by education professionals, required improvements on all results are set in place and final modifications are done. The additional feedback is also being incorporated in the Implementation guide. All results are translated in all languages of the partnership and uploaded as OER on the website and eLearning platform.<< Results >>Project partners intend to create efficient, engaging pedagogical materials and tools for teachers in order to implement an innovative gamified Homework methodology with their pupils that will boost the efficiency and engagement rate of pupils in remote work, and more specifically, in Homework. The methodology will be based on the concepts of Gamification and Game-based-learning, as well as incorporating some creative storytelling. More specifically, the outcome of the project is to boost the achievement rate of pupils in basic skills fields, especially in STEAM, by raising the efficiency and engagement rate of homework through Gamification. Practically, over the course of the project, we expect different types of impact. There will be both concrete intellectual results that will be created as well as more general results.The concrete intellectual results of the projects will be as follows:The first result will be a series of 18 ready-to-use homework adventures in different formats to get inspiration for the homework creation. This will include a short presentation that will introduce the project, how it is articulated and make a quick overview of the concepts of gamification, game-based learning and gamified homework and the different pedagogical benefits that using this technique can have on the pupils’ performance. The second result will consist in an E-learning Course on how to create your own homework adventure and how to leverage them to increase pupil learning. This e-learning course will accompany the teacher or education professional step by step in the creation and usage of their homework adventure. The third result will be a Pedagogical Toolbox containing all materials and practical sheet on specific gamification materials that the teachers may need in order to create their homework adventures. This result will contain a minimum of 100 items.The fourth result will be an Implementation guide that will help the teachers put their gamified homework into place, with its rules, frequency, delivery system, homework hand-in system, etc.These results will be created in English first, and then translated in all languages of the partnership (IT, FR, ES, HU, GR). The results on the target groups will be: •Strengthening the profile of teaching professions by enhancing the teacher’s initial education and continuous professional development through the promotion of Game-based and competence-oriented teaching and learning.•Increasing the levels of achievement and interest in science, technology, engineering, and Mathematics (STEM) by using Gamification and Game-based-learning with a cross-curricular approach.•Providing inclusive and engaging materials and tools for all learners, including for pupils with SLDs •Providing practical methodology to make pedagogical materials more inclusive for all learners, especially for those in need of special support in mind (e.g. children with a SLD or children from disadvantaged socio-economic background, children from a migrant background, girls) in order to develop high quality childhood education.•Raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning. In terms of communication result, we are planning the following:•A project website•6 multiplier events with a total of 200 attendees•1000 users of the Open educational resources•700 educational institutions, professionals or groups contacted•50.000 people reached through the communication campaign•At least 10 associated partners by the end of the project