<< Objectives >>Raising awareness is a strong form of education. Real life stories, testimonies are what has taught us humans to get to where we are today. We learn what is wrong and learn not to repeat them. This project aims to educate by raising awareness on a matter that is not easily spoken up about. The social events that will be held in Greece and Belgium along with the data collected and shared, will have a moving impact on our citizens and the awareness of the matter in our countries and in Europe.<< Implementation >>Our activities include six components. The project meetings allows us to organise and discuss how we divide tasks and responsibilities, methods of conducting research and a plan for achieving our objectives. We conduct our research, find women to interview and create the clothing and audio-photo exhibitions. Discussion panels are held in both countries. A virtual gallery of the exhibitions is created and we publish the discussion panel video, both as sustainable results.<< Results >>Develop an interactive audio-photo exhibition with stories. Develop the 'what were you wearing' testimonial exhibition, which will feature clothing items alongside stories of survivors. Organise a discussion panel with survivors of sexual harassment and key stakeholders to discuss the issue and advocate for change. Partner and create a platform in collaboration with advocacy groups and other stakeholders to build a network of interactive support around the issue of sexual harassment in Europe.

<< Objectives >>The project Cybermedi@tors aims to create an on-line collaborative learning environment (based on social learning) addressed to both teachers and students to deal with the cyberbullying phenomenon through digital education on how to prevent and how to fight cyberbullying in the digital technology society.<< Implementation >>- Design and implementation of quantitative and qualitative research- Creation of a virtual space called Cyberlab- Design of a digital Platform to fight cyberbullying- Perform a multileveled training process- Publish a guide of best practices and guidelines on how to act in situations of cyberbullying- Development of institutional mechanism and legal instruments baseline- Create specific protocols/roadmaps within each associated school to fight cyberbullying within their institutions<< Results >>Teachers and students will find in the present project physical and virtual spaces, resource and tools to co-create knowledge and strategies to fight cyberbullying. They will also have access to intensive training on cyber-mediation to fight cyberbulling. Teachers and children will therefore turn into fundamental agents when fighting cyberbullying, as if they are given the appropriate knowledge and resources they can also fight these phenomena from inside and achieve relevant results.

<< Objectives >>We want to contribute to developing a quality and inclusive education system in Europe, especially considering students with fewer opportunities (FO).At the end of the project:-Teachers have more skills and tools to implement innovative artistic practices for the teaching first language and literary, and have increased competences to foster in students Key-Competences for Lifelong Learning (KKLC);-Students, especially with FO, are more motivated to actively participate in learning processes.<< Implementation >>1. Project Management and Implementation Support2. Preparation-Local preparation activities;-Virtual mobilities to empower teachers.3. Transnational Working Session-Presential activity to deepen the competences development in teachers and define the intervention to be done locally, with students.4. Mentoring and Follow-up-Fieldwork– teachers implement with their students the activities developed, testing the intervention;-Mentoring;-Closing Transnational Meeting.<< Results >>2. Tangible-Informative and audiovisual content;-Artistic event (live-streamed);-Guide for teachers – a guide to implement theatral practices in teaching literary works;3. Intangible -Increased professional and lifelong learning competences in teachers;-Increased feelings of professional satisfaction and motivation in teachers;-Students (especially with fewer opportunities) are more motivated to actively participate in the learning processes.

Language literacy is an essential life skill for the 21st century. It is a fact that learning a foreign language is a good way to improve brain function and acquire social skills. Moreover it is an effective way to explore other languages and cultures in order to obtain a professional advantage in labour market. As language skills are in much demand the need for related on line courses is widespread. Also, new innovative technologies open new educational possibilities and change the way that we learn and teach. In fact, changes in digital technologies are happening much faster than our ability to monitor their impact. As a result, the look and feel of learning environments, the role of teachers, the nature of the learner and what and how they learn are being transformed. MOOCs (Massive Open Online Courses) is a new format for distance learning.The aim of the project is to research the potential of MOOCS in Language Learning, to explore the pedagogical framework of Language MOOCs, to develop a toolkit for the creation and management of Language MOOCs and OERs and to test the use of OERs in language MOOCs in a pilot course.The consortium is consisted of 5 organisations: 3 NGOs : Active Citizens Partnership from Greece(coordinator), Centro Studi ed Iniziative Europeo from Italy and Community Action Dacorum from UK. One Adult Education Provider, iberika education group from Germany and one Higher Education institution, Hogskolen i Sor-Trondelag from Norway (at the second year of the project HiST has been merged with NTNU). All the partners have active engagement with language training and new pedagogies, the have experience in the design and delivery of language learning courses at different levels and have experience and confidence in the use of ICT tools for teaching and learning. Main activities of the project are: Production of a publication as to the broad principles through which theory is applied to online language learning and teaching practice, a report contains exploration, classification and evaluation of available MOOCs for language learning, and a complete guideline containing all the core course elements of a Massive Open Online and Interactive Language Learning Environment. Development of Open Educational Resources in 5 partner languages based on authentic materials. Implementation of pilot language learning MOOC for English, Greek, Italian, German and Norwegian. Organization of project Final Conference in UK and 4 national level events in partner’s countries.Further, the strong engagement with language skills as a vital element within the frame of lifelong learning will result in the adoption and integration of MOOCS and OERs on language learning practice. The change expected is improved teaching/learning experience and learners language performance across disciplines and educational levels.The LangMOOCs project outcomes and expected results and impacts are consistent with European 2020 strategies and its flagship initiatives, especially the Agenda for New Skills for New Jobs, Rethinking Education (2012) and the priorities of the Erasmus+ call uptake in teaching and learning, through the support of learning and access to open educational resources (OER) in the education and training fields, supporting ICT-based teaching and assessment practices and by promoting the transparency of rights and obligations of users and producers of digitised content; contributing to the modernisation of Europe’s education systems as outlined in the 2011 EU Modernisation Agenda; contributing to the reduction of low-skilled adults. All the project outcomes are specifically designed for free/open access in order to promote open educational practice and add value to all initiatives mentioned above.

"Artificial Intelligence (AI) can be defined as a computer system that has been designed to interact with the world in ways we think of as human and intelligent. Ample data, cheap computing and AI algorithms mean technology can learn very quickly. The transformative power of AI cuts across all economic and social sectors, including education.UNESCO says AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimizing methods in order to improve learning outcomes. Education will be profoundly transformed by AI. Teaching tools, ways of learning, access to knowledge, and teacher training will be revolutionized.A recent European Joint Research Council policy foresight report suggests that ""in the next years AI will change learning, teaching, and education. The speed of technological change will be very fast, and it will create high pressure to transform educational practices, institutions, and policies."" They say it is therefore important to understand the potential impact of AI on learning, teaching, and education, as well as on policy development.AI is particularly important for vocational education and training as it promises profound changes in employment and work tasks. There have been a series of reports attempting to predict the future impact of AI on employment, producing varying estimates of the number of jobs vulnerable to automation as well as new jobs which will be created. But the greatest implications for VET lies in the changing tasks and roles within jobs, requiring changes in initial and continuing training, for those in work as well as those seeking employment. Cooperative robotics offers new work designs and job scenarios for occupations avoiding repetitive work tasks. This will require changes in existing VET content, new programmes such as the design of AI systems in different sectors, and adaptation to new ways of cooperative work with AI.If teachers are to prepare young people for this new world of work, and to excite young people to engage with careers in designing and building future AI ecosystems, then VET teachers and trainers themselves require training to understand the impact of AI and the new needs of their students. There is an urgent need for young people to be equipped with a knowledge about AI, meaning the need for educators to be similarly equipped is imperative. This requires cooperation between policy makers, organisations involved in teacher training, vocational schools and occupational sector organisations, including social partnersFor VET teachers and trainers there are many possible uses of AI including new opportunities for adapting learning content based on student's needs, new processes for assessment, analysing possible bottlenecks in learners’ domain understanding and improvement in guidance for learners.AI systems can provide diagnostic data to learners so that they can reflect on their metacognitive approaches and areas in need of development. New pedagogical possibilities include learning companions based on affective computing and emotion AI. AI systems can help in interpreting activities undertaken in VET, linking theoretical and practice-based learning.AI can be a key technology in the modernisation of VET by providing new opportunities for adapting learning content based on student's needs, new processes for assessment, analysing possible bottlenecks in learners’ domain understanding and improvement in guidance for learners.The project will promote open innovative methods and pedagogies and develop learning materials, tools and actions in the form of Open Educational Resources that support the effective use of Information and Communication Technologies (ICT) to provide initial training and continued professional development for VET teachers and trainers in Artificial Intelligence. The project will extend the European Framework for the Digital Competence of Educators, a reference framework tool for implementing regional and national tools and training programmes to include AI.The project will seek to support VET teachers and trainers in extending and adapting open curriculum models for incorporating AI in vocational education and training. Furthermore, the project will develop an Open Massive Open Online Course in AI in education in English and German, open to all teachers and trainers in VET in Europe. The course materials will be freely available for other organisations to use for professional development.The realisation of the potential of AI for VET requires the involvement of European teachers and trainers in designing solutions to the key educational challenges facing VET. Technologists alone cannot design effective AI solutions. The implications of AI for VET curriculum and for teaching and training in schools and the workplace are profound and educators must engage in discussing what needs to change as a matter of urgency"