The consumption of functional foods has increased in the last years and, with it, the offer of available products to the consumer. These products, such as berries, are consumed by the health benefits preventing chronic diseases. In turn, fresh consumption of this fruits has increase in quantity and diversity, but the number of outbreaks of infectious diseases associated with their consumption is increase together. For this reason, the use of biofertilizers must follow strict biosecurity standards as reflected in future European regulations in this area. This regulation contains a limited number of microorganisms such as Rhizobium and another bacteria present in foods to be applied as biostimulant. So the use of lactic acid bacteria (LAB) is an option to consider. In this project,, we propose the employ of LAB as biofertilizer to use on blueberry crops to improve the production and the quality of the fruits.

<< Objectives >>The project goal is to strengthen the capacity of citizens and local organisations to participate in the creation of sustainable development strategies, aimed at strengthening the economic and environmental resilience of rural territories. To this purpose, CoRoots aims to create a strategic partnership for co-learning and collaboration between cross-sectoral organisations such as research, social innovation platforms, local development organisations and university centres.<< Implementation >>Spaces for multidisciplinary co-learning through two lines of work. The first consists of three activities for the Exchange of Good Practices in Social Innovation and Citizen Participation in rural environments. The second line of work is to create spaces for discussion and collaboration, in order to generate alliances that will strengthen work in the field of rural development.The learning from the project will be integrated by in an experience of Participatory Local Development in Portugal.<< Results >>RESULTS: Training of 15 adult learners in Social Innovation and citizen participation. Creation of a strategic partnership, allowing to enrich the approaches and capacity for action of the participating organisations; facilitating the creation of synergies, through the identification of common challenges in the European context; and the Elaboration of 1 Didactic Guide with Good Practice Experiences.

<< Background >>The studio culture is an essential part of the design education. The design studio provides a physical, social and cultural place within which students can simulate real world practice without the associated risks and with expert practitioner and pedagogical support in the form of the studio tutor. Studio learning is dynamic, a convergence of spontaneous action and knowledge, and adaptation to changing situations. A design studio is creative, collaborative, and highly material, dominated by material objects. The shared and personal spaces of a design studio are created by surfaces that are decorated with images, diagrams, sketches, and objects related to design working progress . Due to this dynamic nature, studio approaches and professional practice abstain from prescriptive models. Many of the objects in a design studio serve to challenge and inspire new ideas, to create cross-contextual remindings that lead to breakthrough thinking and conceptualization.In parallel with the rapid development in communication technologies, digital media, modeling, prototyping, simulation and online environments started to be used in almost every stage of the design process. In this way, education has become accessible anytime and anywhere, and traditional methods have gradually moved away. Online studios are perceived as an increasingly attractive alternative to traditional studio teaching. The online or virtual studio involves a community rather than one-to-one communication. It seems unique to facilitate the creative process in a web-based environment to provide online education to students of the design discipline.Educational environments created with traditional methods do not fully respond to the demands of new generation students. In this case, it makes educational approaches based on collaborative teamwork and learning from their peers preferred in design education today. Virtual Design Studios, provides a collaborative working environment for the participants. Collaborative work created by virtual design studios, students, educators or experts from their own or various disciplines come together for joint projects and learn to work in an interdisciplinary collaboration. In this case, students can carry out projects with communication at a local or global level and learn about different perspectives other than their own.The partnership considers the Industrial Design as an interface of Architecture and Engineering. Within this respect, function of innovative products considering the appropriate material, production method and mechanisms come across as the priority. Secondly comes humanising the appropriate industrial design solutions together with the economical aspects. The holistic approach should primarily based on these issues. After covid 19 pandemic, all the industrial design studios have to be done virtually regardless of the compliance with the expected outcomes of the studios. The studio can not be regarded as a classical university course, since it has to touch into several concepts in an interactive multidisciplinary way. Correct data is needed to establish the relationships in problem solving during industrial design phases. Conceptual Design is the most important part of a project, dynamic and creative phase, it is the most difficult and least understood . Good CD means innovation, and an innovative design comes when one deliberately tries to create one. Thus, critical thinking on collected data at the early stage has a significant impact on the next stages. Students should be in an inquiry-based learning (IBL) style in order to develop their critical thinking skills.<< Objectives >>The main objective of this project is to create of a European online virtual and blended (hybrid) industrial design studio culture considering and integrating different technological and pedagogical aspects that would correspond with the outcomes of the practices of physical world design culture. One of the most salient motivations for experimenting with this connection is the capacity of both media for emergent and implicit organization of knowledge. The other motivation is the transnationality that would provide industrial design thinking across the boards and international experiences and interaction with national cultures. Thus, the project will be unique and innovative in terms of the below mentioned objectives and context:•Establishment of a sustainable transnational European Virtual and Hybrid Industrial Design Studio with the participation three European Universities with a new holistic approach (TR, PT, ES) including active learning,•Creation of a virtual material lab and virtual mechanisms and production methods workshop to facilitate the usage of correct data is needed to establish the relationships in problem solving,Basing on the experience gained, production of a guide for virtual industrial design studios intended for the sustainability of the results (design educators creating distance design curricula, learning designs and courses),•Integration of the augmented design solutions for humanising the proposed industrial design concepts,•Integration of a new instant and rubric evaluation method for proper assessment of the industrial design phases of the transnational student teams.The EINSTUDIO project aims to infuse contemporary pedagogical practices in quality virtual learning for teaching professions including industrial design instructors and students across Europe. Specifically, the project seeks to improve students virtual industrial design competency by fostering the development of studio design skills through qualified and well-equipped educational approaches. Participants in the project fall under 3 target group categories, namely (1) instructors involved in industrial design education through studio courses; (2) University students needed to build the key transversal skills necessary to enable them fulfil their potential in the labour market; finally (3) higher education institutes having industrial design departments.The project will promote synergies and cross-fertilisation throughout industrial design education in higher education institutes at 3 partner countries. Transnationally, this project has the innovation to bringing together instructors and students in practical learning at European level, to exchange existing practice and to discuss best ways to educate and support students in introducing virtulal industrial design projects and methods into the virtual industrial design studio environment. Different countries in Europe designed their own strategy for ID education basing on their industrial and educational policies, although interregional cooperation has to be improved, as well as the exchanges of best practices and joint approaches. The project fills in this gap, bearing in mind the tools it comprises. In the end, it will help create a sustainable, multidisciplinary and validated industrial design studio education in virtual environments; form interdisciplinary teams of instructors to ensure effective criticising through the integration of innovative tools and methods for active learning of undergraduate ID students. A competence-centered learning is especially useful in order to create a change in the attitudes and to promote active implementation of this change in the participants’ every-day lives. Especially when participants may combine knowledge and practice in the form of project work.<< Implementation >>- Gazi University as project coordinator will be responsible for overall project management; conduct a risk assessment prior to each partner meeting to ensure proper project progress; update the mobility tool provided for the project; and oversee and support the development work of all partners;- UBI will draw up an impact plan. This plan will outline a set of indicators against which all project activities will be compared to ensure that the project meets the agreed targets. UBI will carry out impact assessment exercises on 12 and 24 months where EINSTUDIO Project Implementation phase 1 and 2 (R2 and R3) will take place;- Storytellme will develop an Enhancement Plan and update it throughout the project lifecycle. Storytellme will produce newsletters every 6 months;- ISOB will lead quality assurance actions; write a quality plan and carry out evaluations every 6 months with project partners and stakeholders;- STORYTELLME will develop and maintain the complete project site (The project web site will not be virtual leaning platforms and tools instead it will provide appropriate links to those and as well as that it will have the other results and outcomes of the project in details) , with a dedicated partner section dedicated to partner interaction and project development work. It will also develop a Facebook page to engage target groups through their preferred social media environments and develop a project branding concept to apply to all project outcomes.(2) Development of Results/Products:R1: Infrastructure Tools, Platforms and Digital Methods for Virtual and Hybrid Industrial Design Studio will be lead by Gazi University in close cooperation with UA, UBI, StoryTellMe and ISOB.R2: European ID Studio Implementation and Assessment Phase 1 will be led by UBI (PT) in close cooperation with GU and UA after the Transnational Training Activity.R3: European ID Studio Implementation and Assessment Phase 2 will be led by UA (ES) in close cooperation with GU and UA after the Transnational Training Activity.R4: Guidelines, Recognition and Sustainability through the Modified Curricula will be led by GU (TR) in collaboration with whole partners and related stakeholders.Consortium partners have all the necessary skills to complete all the foreseen tasks and there is no need for outside help other than that provided by associate partners already identified in this proposal. Tasks have been allocated based on prior experience and existing capacity within partner organisations; to facilitate the cost-effective participation of key staff in all partner organisations; to ensure that the quality of outcomes essential for project success is guaranteed.Going further to the sustainability, the University administrations will be encouraged to make an agreement for a joint course design studio and establish a thematic network probably increasing the partner Universities beyond the life of the project.The students practice the relationship between design and technology through their knowledge obtained in the other related courses. Our main aim is to transfer this environment to the digital platform with the required online tools. The students will be able to get the transnational perspective of evaluation and orientation from three countries and improve their skills in communicating with professionals in from different countries will be able to collaborate in transnational ways. On the other hand, the proposed online platforms and tools will of course be established through the mutual cooperation of the project team. That would include the common media for transnational lectures, innovative and interactive tools that the students from all countries will utilise for their design and development practices (including virtual material lab., manufacturing processes and other innovative tools that the partnership will decide). The language of the studio will be English.<< Results >>Digital labs, workshop and simulations: EINSTUDIO will have online tools in which students are asked to mimic an experiment and or select appropriate material, production method and joints. Non-static representations of physical phenomena; that is, representations that seek to show movement of elements that make up a physical phenomenon. Just -in- Time Teaching: Students prepare for class by completing assignments (WarmUps, Puzzles and GoodFor) online. These assignments often have complex answers; students’ work outside class serves as preparation for more complete work in class. The students’ answers are delivered to the instructor a few hours before class starts, allowing the instructor to adapt the lesson as needed. EINSTUDIO will allow the instructor to create an interactive classroom environment that emphasizes active learning and cooperative problem solving through JiTT.Collaborative & Interactive Learning: Research has found that online instruction is more effective when students collaborate rather than working independently. There will be a variety of ways for students to collaborate online, including synchronous and asynchronous discussions and small group assignments. Metacognitive Awareness: Since online learners have more autonomy and responsibility for carrying out the learning process, it’s important that students understand which behaviors help them learn and apply those strategies proactively. Multimodal Content: An abundance of interactive and multimodal materials will be provided to be used to increase engagement and appeal to diverse learners (instant videos, podcasts, screencasts, video conferencing, and presentation software etc.).Learning Approach: IBL is a student-centered active learning approach where the students are part of the whole research process. Generating new knowledge is an important part of the learning process and at the end of the process, the findings are presented. Students can reveal a relationship between the obtained data and the new knowledge with IBL through research, in other words, the cause-effect relationship. Cause-effect express the relationship between two phenomena caused by one phenomenon behind another. Implementation of Inquiry Based Learning (IBL) for implementing EINSTUDIO through innovative and interactive EINSTUDIO VID Studio Platform is one of the challenges of the project.Assessment: Criteria-based tool has been newly developed for critic lessons and jury evaluation for each project will be used. With this assessment tool, it is aimed to measure the distance of each student to the targeted learning outcomes and to obtain measured information to carry out the next projects to be carried out. These criteria were graded according to KOLB learning levels.The students practice the relationship between design and technology through their knowledge obtained in the other related courses. Our main aim is to transfer this environment to the digital platform with the required online tools. The students will be able to get the transnational perspective of evaluation and orientation from three countries and improve their skills in communicating with professionals inThe impact on the final beneficiaries, the actual and potential students of Universities will be better learning opportunities. Students can be more systematic through profiting from VID Studio learning plans and learning tools produced by the Universities. Enhancement of the multiple digital skills and learning approaches through EINSTUDIO further employment will be more stable as a consequence. For the partner organisations the impact will be high, as they and the instructor cooperating with them will expand their capacity to support their students through more visional guiding in the critical field of VID Studio learning that is the most critical part of the ID education.

With an unprecedented health, social and economic crisis being unleashed across the globe due to the pandemic, the entrepreneurial mindset, which stimulates creative thinking, coping with uncertainty and risks and adapting to new challenges, is crucial in preventing an increase in unemployment rates and reviving Europe’s competitiveness and innovative capacity. In 2016, the EC published the Entrepreneurship Competence Framework (EntreComp) model that proposes a set of key competences that make individuals entrepreneurial and reduce the skill mismatch between the demand and supply of skill in the labour market. University degrees outside Business Schools continue to fall short in cultivating these competences and supporting graduates to turn ideas into practice, because non-business academics often lack the ability to foster entrepreneurial mindset and the integration of entrepreneurship in non-business degrees is not a national priority for most EU countries. Open Educational Resources (OER) and online learning not only offer flexible scheduling but have also helped educational institutions to circumvent the physical and social challenges brought up by the Covid-19 outbreak. The strategic partnership aims to create an online training programme on entrepreneurship to upskill academics in non-business disciplines to acquire entrepreneurial competences and the pedagogical approaches that cultivate entrepreneurial competences and foster entrepreneurial mindset.The consortium is composed of two Cypriot organisations, being a private consultancy company with an expertise in soft skills development and entrepreneurship training (GrantXpert Consulting) and a non-profit Incubator and Accelerator Centre (IDEA Innovation Centre), a Greek NGO with an expertise in digital learning in the field of entrepreneurship and soft skills (Institute of Entrepreneurship Development), a public university in Portugal (University of Beira Interior) and a technological university in (Kauno Technologijos Universitetas). This ensures synergies between Higher Education Institutions (HEI), professional training and incubators and complements expertise with the ultimate goal of training academics on entrepreneurship and transforming them into moderators of their students’ training in entrepreneurial competences. The primary target group is both academics and university students from HEIs in non-business subjects, including Technical, Scientific and Creative Studies, where an emphasis on entrepreneurial competences is missing, even though they are more likely to generate innovative and viable startups. The secondary target groups, which will benefit indirectly are HEIs, professional trainers, learners aspiring to acquire entrepreneurial competences, business and local authority representatives. ENTRANCE will provide a set of highly transferable outputs, including a set of 12 short courses on entrepreneurial competences available as OERs and a Pedagogical Guidebook for academics collected in a freely accessible MOOC (IO5). The MOOC will be developed based on the identified best practices across Europe and mapping of the academics’ current entrepreneurial competences against the EntreComp framework (IO1). It will be accompanied by an interactive online tool on Business Plan development, taking learners through the entire venture creation process (IO2). Following a workshop on co-creating OERs, partners will work collaboratively online to design the courses and create a beta version of the MOOC, as well as short case videos featuring real-life experiences of successful entrepreneurs (IO3). Participants of the project (both academics and students) will pilot test the developed OERs, which will be delivered in a blended learning approach in each country, and develop a Business Plan using the tool with guidance from mentors involved in the Online Community Platform of ENTRANCE (IO4). Their feedback will be utilised by all partners to revise the OERs and release the final MOOC on a MOOC aggregator platform for free use. All project outputs are designed to enhance the entrepreneurial mindset and competences of both academics and students in non-business fields, as well as their motivation to engage in entrepreneurial endeavours. The Pedagogical Guidebook will provide academics with ways to integrate entrepreneurship in their curricula by taking on the role of moderators instead of lecturers. The ultimate goal of ENTRANCE is to: a) equip academics with the capacity to stimulate an entrepreneurial mindset, utilise online learning to create inter-disciplinary curricula and engage in entrepreneurial activities themselves; b) improve the entrepreneurial competences of university students, enabling them to adapt to new challenges, enter the job market and start their own business; c) help HEIs integrate entrepreneurship across all fields of study; and d) reduce the skills mismatch in the labour market to boost EU’s innovation and competitiveness.