<< Objectives >>We want to introduce seniors to digital technology through digital books in order to overcome the psychological and emotional barriers that block their appropriation of digital tools and reinforce their feeling of exclusion and uselessness. We want to place them as creators of digital content and train professionals from the geriatric and social sectors to accompany them in this learning process.<< Implementation >>Silver books will implement 3 main activities:-> the creation of an e-learning module for adult learners and professionals in the geriatric, social and health sectors-> the organisation of collaborative workshops for the creation of ebooks and audio books-> the production of the project implementation guideThis will be complemented by management activities, the holding of a transnational meeting and communication and dissemination activities and events.<< Results >>We expect an e-learning module of 24 lessons, 8 ebooks and 8 audio books and 1 implementation guide, hosted on the project website in all the languages of the partnership and in English. We hope to contribute to the acquisition of new soft and digital skills among seniors as well as professionals and volunteers accompanying them harnessing the benefits of digital creation, such as well-being, ageing well, and inclusion, but also informal and intergenerational learning.

<< Objectives >>The concrete objectives of this project are to support young learners (aged 6-10) in becoming more confident through the collection of success stories in which they can identify themselves, strengthen inclusion and diversity in the classrooms and foster the development of learners’ key competencies and basic skills (literacy and digital skills) and provide inclusive learning resources for learners and teachers.<< Implementation >>We will implement different content creation activities: the creation of the guidebook on the importance of confidence in the education of learners with disabilities, a collection of role model success stories and workshop creation containing a model proposal for learner’s stories. Several testing phases will be organised to guarantee the results' quality. Additionally, we will lead ongoing quality management and engage in various dissemination actions, and one transnational team meeting.<< Results >>In this project, we intend to create three different results. Firstly, a short guidebook for teachers on the importance of confidence in education of learners with disabilities, as it has the key role in their education. Secondly, we will create a collection of short, inspiring stories in e-book format about role models for pupils with disabilities. Lastly, Lastly, we intend to create a ready-to-use tool for teachers to create success stories with their students.

“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 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

<< Objectives >>This project aims to raise awareness among youth workers on the issue of adolescent mental health. We want to encourage them to set up awareness-raising and prevention actions by using innovative digital mediation tools. In this way, we will work to increase their digital skills, which are currently required in most professional sectors and in particular the education and training sector, and thus increase their chances of professional integration.<< Implementation >>We will implement activities that will raise awareness and implement prevention actions, train youth workers in mental health issues and in the use of state-of-the-art digital publishing tools and raise awareness among teenagers through interactive media exploiting the resources of storytelling and community reading.<< Results >>We expect the production of a set of resources for adolescents and youth workers: a prevention kit, a collection of good practices, pedagogical sheets, a self-assessment quiz, 5 interactive stories and a creation kit. The organisation of a training activity, workshops and dissemination events should contribute to changing our perception of mental health issues, involving youth workers in prevention actions and training participants in interactive storytelling tools.