<< Background >>The N-Pear project combines collaborative expertise of technology-enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project will create innovative open specialised educational resources for physical education educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. This will enrich the teaching practice and support inclusive, peer to peer learning relevant to the requirements and preferences of the students. The N-Pear project is an extension of three ERASMUS+ projects ViLi, i-Pear and AR-FOREU.The ViLi (https://www.viliproject.eu/) aims to improve the visual literacies of educators, making learning more visual through static, dynamic, and interactive visuals. The AR-FOR-EU and I-Pear projects (https://codereality.net/) aim to train AR-development skills of sport trainers. The N-Pear project further develops visual representations in learning and participatory learning approaches, specialised in physical education. The main objectives are to: 1. Map the educational use of AR in physical education, focusing on collaborative and peer learning approaches The consortium will map the existing research results and available applications, supplementing these results and validating them in case studies following the research methodology of Informed Grounded Theory. The focus on peer learning and collaborative learning approach is within the inclusive education framework, as defined by the United Nations – taking into account personalrequirements and preferences. In 2016, the United Nations released General Comment No. 4 to explain the right to inclusive education, focusing the new definition on providing all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. 2. Facilitate the adoption of ARin physical education by creating open access teaching and learning material for educators. The new materials will include a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compendium of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as aMOOC with professionally designed audiovisual material) 3. Create and maintain a community of experts in physical educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-to-date The design of the project is guided by the European policies, strategies and tools. The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide (EU initiative “Opening Up Education”). The project supports the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices with both the content of the materials and by making all materials designed for and available online as OERs and as a MOOC. The project supports the European skills frameworks: “Digital skillsframework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.<< Objectives >>The nPEAR project aims to mainstream the adoption of educational AR apps by assembling a comprehensive overview of available offers, collecting best practices, creating guidelines for physical education educators and developing an online course to deliver these materials. AR is a rapidly growing market amongst the ICT technologies. AR provides an enriched view onto the physical world, adding layers with contextually useful information, delivered visually or by stimulating other senses using hand-held or wearable devices. Many industrial use cases of AR in, for example, manufacturing, construction, health, the service sector, or in trade can be found. The technology is currently being introduced in front-runner organisations at large. While the AR R&D community is growing stronger in Europe, the adoption of the technology in education is still very fragmented. The flagship European educational AR research projects (such as H2020 http://www.tellme-ip.eu/ and http://wekit.eu/) and European AR companies (such as Re-flect and Totalimmersion) focus on solutions for workplace training in high-tech and highly automated industries. At the same, systematic reviews of AR application in wider formal and non-formal education recent years report that the use of technology has a positive impact on engagement and learning performance (see e.g., Garzón & Acevedo 2019 DOI: 10.1016/j.edurev.2019.04.001 and Liao, Chang, & Lee 2020, DOI: 10.1016/B978-0-12-816958-2.00006-X). Theaforementioned reviews report mostly on experimental studies, which indicate low adoption rate despite the often positive impact on learning. We argue that the reasons for the slow adoption are not only in the technology itself, but in the insufficient support of educators. The newest models of smartphones-in-development in 2021 are getting AR-enabling hardware (such as depth cameras) and better other sensors, while the AR software industry is growing in the offer of platforms for designing content and self-sanding applications. The adoption of AR in education is already happening in Europe, although as experiments or as part of the overall digitisation. Given this backdrop, physical education providers should begin now to create strategies for immersive learning experiences. The world of immersive technologies is still unexplored territory for educators and their students especially in EU Universities, despite their immense potential.Therefore, we need to map the territory and come up with innovative pedagogies that address the so-called generation z. Peer-learning is one of most effective pedagogies to make learners more active and engaged with the resources. Educators and researchers highlight the importance of active, interactive and inclusive learning (Dewey, Vygotsky, Dede), but it is often ignored in education due to lack of understanding and adoption guidelines. The young people often feel bored and uninterested while being in lecture halls listening passively to lecturers’ endless ppt slides. At the same time, Cisco research and Ed Tech Trends and LinkedIn put emphasis on collaboration and peer-learning among others. Main Target Group : Higher education on Physical Education (educators and their students).<< Implementation >>The tasks are allocated according to the experiences of the partners and a cost-effective perspective. For example, it is less expensive to produce audiovisual material in Portugal rather than in Spain or Italy. Each partner will be responsible for clearly defined tasks and activities and other partners will collaborate and provide feedback and peer review for all work-packages outputs. EIA will be leading the “TOOLkit of Educational AR apps” task. Clictic will be in charge of the “Compendium of best practices in Educational AR” BEFO will be in charge of the pedagogical strategy for AR and peer learning Step will be in charge of the nPEAR MOOC. Primerframe will be in charge of the open access audiovisual material. Idef will be leading the nPEAR publications of the project.<< Results >>Visual resources: Development and sharing of visuals to enhance text resources. A new method of teaching on how to use these visual and open educational resources in physical education will be disseminated. Toolkit: Development of an up-to-date and educator-friendly review of educational AR apps. For each app, a unified guideline will be added thus accumulating models and guidelines allowing physical education educators to choose the best applications for their practice. nPEAR conference: Organisation of a conference where physical education students and educators meet to disseminate the outcomes of the project, feed further exploration and explore future research steps. Dissemination activities designed to reach 10,000 people, including major stakeholders and may have an impact on policy makers in Higher education. The project will produce six major intellectual outputs during its lifetime : 1.A toolkit for AR apps 2. Compendium of best practices (case studies in Portugal, Spain, Italy and Greece) 3. A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including an educational AR skills framework 4. A MOOC (massive open online course) aimed at unlimited participation and open access via the web, including elements of educational games 5. Audiovisual material for the toolkit and the MOOC 6. Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings) In a nutshell, results encompass all project outcomes that may be used by the project partners or other relevant stakeholders outside the project. The intellectual outputs have the potential to either be used as they are or lay the foundation for further research, work or innovations (i.e. novel knowledge, insights, technologies, methods, data, and apps). By the end of the project we expect to equip the participants with skills of future jobs in AR, to help participants gain generic competencies and to provide a model of modular nonformal education informed by contemporary educational approaches for other European countries. The modular curriculum will be delivered online via MOOC platform. Course materials will be in English, Portuguese, Italian, Spanish, Latvian and Greek. Therefore, it is also expected to reach international learners.