Appropriate level of concentration is crucial for the effective assimilation of knowledge, therefore, the development of tools to support the maintenance of a high level of concentration will increase the efficiency of learning. Because each person has a unique rhythm of learning, it is important to develop tools to help to maintain high level of concentration, and which will be tailored to the individual learning rhythm of given person. Common problems students face during their studies include how to study effectively, coping with the amount of reading, how to manage their time, avoiding procrastination and distractions, and improving their concentration. The ability to focus the mind is one of the most important abilities one should possess. An important factor in being able to complete any task relates to one’s ability to concentrate on that task. Such a task, in case of students, is to learn given subject effectively.The main objective of the project is to create a set of tools that will help to increase the effectiveness of learning by supporting the high level of concentration in a manner adapted to the individualized rhythm of learning.The staff at WSEI conducted a series of research on the impact of external stimuli to maintenance of the high or constant level of concentration, before implementation of Learn It project. As part of these studies, so-called Learning Lab (LL) has been created. In this Learning Lab students learn mathematics from popular Khan Academy environment, and the learning process is monitored by special hardware and software developed by the staff of WSEI. Properly prepared software and hardware (basing on the simple EEG environment) record loss of concentration of students participating in the learning session during this session. The participants were divided into 3 groups: 1st receiving sound stimuli whenever the level of their concentration drops, 2nd receiving random sound stimuli, 3th receiving any stimuli. Thanks to research planned in the frames of the LEARNIT project, functionality of the Learning Lab will be tested and improved, also all necessary components of the Learning Lab will be refined. Learning Lab, created and tested under the project, will be used to determine individual learning rhythm of given person participating in the study session, and to find out what is the impact of an external stimulus to the level of concentration of this person.Research conducted in the Learning Lab and the results of these research, were used to develop a software for mobile devices (phones, tablets). Based on gathered data from sessions in Learning Lab, was prepared algorithm thanks to software calculate average moments of drop of concentration of given person, and in these moments emit sound stimuli. emit sound stimuli in the average moments when level of concentration of given person drops.It is expected that thanks to this personalized system of recommendations, learner will be able to organize their learning (on their own, even at home), so that to assimilate knowledge in the most efficient way.As a result of the project was planned to develop:• Publication containing whole description of activities implementing under the learn IT project and information about the type of equipment and methodology necessary to create a Learning Lab. This document will also contain information about effectiveness of learning with usage of Learning Lab, problems that have arisen during sessions in Learning Lab, and many other information gathered during implementation of the project.• Software, which may be used to conduct research in the Learning Lab by any organization wishing to create a Learning Lab. Software will record data during individual sessions of each student in Learning Lab. These data will be then used by researchers working under the framework of the project to develop software for mobile devices. After the project, data of given person from the sessions in Learning Lab will be uploaded into the software for mobile devices.• Software, which will be ready to be installed in the mobile devices (tablets, phones). This software can be used to developed personalized recommendations for each person who will be tested in Learning Lab. Based on information recorded during learning sessions of given person in Learning Lab, software will prepare information about the rhythm of learning of this person, and recommendation on how this person should organize his/her learning, so that it is as effective as possible.

GLOCAL is a project that teaches future engineers to think globally and act locally. It responds to the current needs of the European labor market through changes in the higher education system. It takes into account the need to improve the standard of living in cities, expectations addressed to the engineering industry, the availability of ITC technology and greater professional mobility's need. Assessment of current skills of technical university graduates showed lack of competence in the field of cooperation in multi-disciplinary teams dealing with difficult interdisciplinary projects, responding to location, technical, social, legal, ecological, cultural heritage, image and brand development, improving the quality of life in the city's complex conditions. Engineers working in the broadly understood architectural, construction and civil engineering industry must now demonstrate the skills of creative action and cooperation in interdisciplinary and international teams of designers and contractors. They are expected to act in engineering teams to understand the non-technical values of their activities. The GLOCAL project will promote among summer school's participants the extension of interdisciplinary technical knowledge, language competences and work in international teams. A consortium of 3 European universities will carry out the main objective of the project. There are universities open to the modernization of their education programs to current needs, having a wide range of technical science, including research aimed at public space's modernisation and raising cities's standard of living. The partner universities' academic staff (24 teachers) will be trained on three short methodological training sessions, where it will improve its skills in a modern education as well as exchange of interdisciplinary knowledge and establishing scientific contacts. The most important effect of the project will be innovative summer school (implemented in the mixed education system), in the form of 2 parts of the course with teachers (2 weeks in Spain and 2 weeks in Poland / Lithuania) and a 3-week e-learning part (3 modules). Teaching methods developed in the consortium (original didactic materials, e-laboratories) will be tested on two groups of 24 students (8 students from each university, from engineering departments) in summer 2020 and 2021. The learning outcomes will be verified after each edition of the course. All products verified during the courses (course syllabus, didactic and e-learning materials, e-laboratories, 4 languages branch e-dictionary) will be available free of charge on the GLOCAL website. There will be also two studies: a book and a guide to good design practices in the e-book version. The printed version will be sent free to the libraries of 30 universities. The innovative GLOCAL module will be included in the programs of partner universities and offered to students from various universities as an optional subject (6 ECTS). The implementation of this module will make it possible to increase the attractiveness of technical studies, complement the program with modern achievements of ICT technologies, and will influence the connection of teaching with practical aspects responding to European labor market's needs. Participants of the GLOCAL project (students, teachers) will broaden their interdisciplinary knowledge and skills, improve language skills, team work skills, get to know the cultural values of cities and partner university countries. Local government administration, producers, professional engineers will gain the opportunity to influence the education process and at the same time expand their own knowledge. In the future, the updated GLOCAL module will prepare students well for the labor market's changing needs, which will positively affect local and global economic development. The GLOCAL project provides many (at least 8) events in partner countries, addressed to various receivers (students, academic staff, researchers, high school students, producers, engineers of various industries, local government authorities, state administration). The purpose of the events will be to disseminate the results of GLOCAL project, promote the idea of the Erasmus + program and encourage them to be used in personal education, improving competences, scientific development and courses. The results of the project will be passed to the university authorities as a learning module that could be used to expand the university's teaching offer. In addition, the GLOCAL project assumes dissemination of scientific work's results among local and regional government authority and administration to help them make planning and investment decisions to improve the standard of living in cities and their economic development.

Nurses are the largest group of health care professionals and spend a considerable amount of time with the patients, having major impact on their caring experience, this is also the case for the older people’s care. This type of care demands specialist skills to meet the older people’s needs. Especially nurses working in the community settings, are the first health care professionals who come in contact with large groups of people, making assessments and recognizing early signs of poor health and other problems, acting as gatekeepers for the Health care services. In many cases, nurses have to face the questions and pressure by the worried family with inadequate levels of health literacy and ehealth literacy. People with low health literacy make higher use of healthcare services, do not follow treatment plan, stay longer in Hospital, do not follow preventive strategies and have lower self-efficacy (Palumbo et al, 2016). Furthermore, according to relevant research, nursing professionals may be aware of the term health literacy but only a small percentage (<40%) understands how the ability of the patients to navigate in the health care system, to read medical material and follow the recommended treatment is linked to health literacy of the patients and their families (Macabasco-O’Connell & Fry-Bowers, 2011). According to a European project among 12 European countries, the first two reasons on tasks left unfinished included the communication and education of the patients and their families by nurses (Jones et al, 2015). With this project, we aim: a) to enhance the knowledge and skills of nurses, nurses students regarding the concepts of Health and eHealth Literacy, how to identify low health and eHealth literate older people and families, users of health care services b) to enhance indirectly the health literacy and ehealth literacy skills of older people and their families, c) to provide a practice guide for this type of training, d)to raise awareness of the users’ health literacy and ehealth literacy topic within the healthcare sector. The blended training will develop 3 core dimensions: ways and tools to identify the low Health and eHealth literate patients, ways and tools to educate patients with low health and eHealth literacy and a tailored module for nurses to enhance their own eHealth Literacy skills. With eLILY2, three modules for Nurses will be developed:1) Identifying and understanding the health care service users with low Health Literacy: common signs, tools used to measure health literacy, psychosocial issues related with limited health literacy and impact on patient’s outcomes. You can add here, increasing nurses’ awareness of the outcomes of low health literacy2) Educating health service users to increase their empowerment and self-efficacy in dealing with health problems: methods to enhance communication and of verification of patient’s understanding, best practices of medical material, use of pictures for patient’s education, resources of “plain language3) enhancing eHealth literacy skills among nurses and other health care professionals. Apart from that, during the project and as part of the dissemination plan, a website will be developed and other dissemination material (leaflets, banners, newsletters) to promote the project aims to interested stakeholders. The website will be developed in a way that will host information about Health and eHealth Literacy, news and events in relation to the project and other related organizations material to read and will be linked with the eLearning course.The training will be piloted in 100 nurses and/or nurses students (20 per partner) and the eLearning course to 290 nursing students . Partners will collaborate with the Nurses and Midwives associations to promote the training among nurses and Universities will reassure the continuation of the training by integrating it in the students' curriculum as part of other related courses (e.g. Health Promotion, theories of Health) or by adding as a course. This will safeguard the sustainability of the project after completion. In this way, we will raise awareness on the topic of Health Literacy and eHealth Literacy to the partners’ organisations, nurses and nursing students, the participants in the piloting, and the families and older people.

Hands-on Development Strategies in a Content-Centered Context for Young and Adult Learners with Poor Basic Skills in Literacy and Numeracy Participants: Országos Tranzitfoglalkoztatási Egyesület - Debrecen, HungaryKlaipeda State College - Klaipeda, LithuaniaTeachers Training Center - Tulcea, RomaniaC.I.F.P. Medina del Campo - Medina del Campo, SpainEdirne Teknik ve Endüstri Veslek Lisesi - Edirne, TurkeyIn Europe, approximately 20% of the young generation is not equipped with the necessary basic skills in literacy and numeracy. Moreover, 25 % of European adults has low literacy and numeracy skills (http://ec.europa.eu/education/policy/school/math_en.htm ). The five countries involved in this project face a common problem. As it can be seen in the results of PISA 2012 (http://www.oecd.org/pisa) all participant countries’ performance in mathematics, reading and science remains below the OECD average. Moreover, three of them are significantly below the OECD average in creative problem solving (there are no data about Lithuania and Romania).A thorough analysis of research results from all over the world revealed that the basic problem is the absence of the preconditions for successful acquisition, the lack of critical skills in literacy as well as in numeracy. Researches point out that developing literacy and numeracy skills through teaching content can be effective (more details: in the next question). (Center for Research on Learning and Instruction, http://www.edu.u-szeged.hu/ok/?q=en/content/books)adultbasicskills.wordpress.com:For the above mentioned reason, our approach to the reduction in the number of low-skilled young and adults is quite new, however it is scientifically-based.We made clear the scientific basis of our job for teachers:- the reading acquisition framework- the numeracy acquisition framework- neuroscientific basis of reading, writing and calculating- how to embed teaching of literacy and numeracy skills in different subjectsThe result is an interactive or downloadable online magazine with tests, quizzes, links to external pages (our blog or homepage), excerpt of the articles and link to the whole documents. With this solution the readers can have access to a shortened form of the whole document and can have access to each part of it according to their priorities.adultbasicskills.com:Based on the scientific basis summarized in the first intellectual output, we have worked out a large set of 1.500 offline and online exercises, tools and framework of useful types of exercises, aiming at the following objectives: - these methods and exercises can be used by teachers of any subjects - where it is applicable different levels of a type of exercise have been elaborated - we included templates as well as elaborated tools (cards, examples) for many exercises aiming at ease the teachers’ task in preparing for class Di We included 40 videos in the catalogue. All of them are available not only in English but in Spanish and the majority of them available in Hungarian as well. Many exercises have been translated in Spanish and/or in Hungarian and all of them are directly available from the homepage, when the user clicks on the Spanish or Hungarian flag icon.http://www.slke.org/campus.virtual.3.0/panel-de-control-del-campus/acceso-al-campus/29-im-possible-strategies-for-young-and-adult-learners-with-poor-basic-skills/preview.html:The third intellectual output was a teacher training curriculum in English and in Romanian. Apart from preparing these curricula the activity was to organize a face-to-face training for Romanian teachers and an online training in English for any teachers from Europe. These teacher training curricula summarized all that we want to hand over to teachers (scientifical basis, methods, exercises, tools, guideance for being able to use these materials.) They consist in theoretical and practical parts. As some specific steps can support content teachers when they integrate literacy instruction into their everyday teaching, we implemented the next topics in our training programmes: - Train teachers that they should have a clear and consistent message about their roles and responsibilities as they relate to literacy instruction - Give teachers initial and ongoing professional development in vocabulary, comprehension and numeracy support - Help teachers in adapting literacy and numeracy strategies to meet the unique needs of their content areas - Give content teachers incentives, and appropriate tools for incorporating reading, writing and numeracy instruction.

CONTEXT During the last years, EU economy has started to show signs of recovery following the financial crisis of 2008. However, according to EU SPC’s ‘2017 Social Protection Performance Monitor (SPPM) dashboard results’: “despite the gradual improvements, social conditions still remain worse compared to 2008 in many Member States”. Specifically, the indicators regarding young NEETs, for the period of 2008-2016, show deterioration in 11 member states and improvement only in 5 member states. Furthermore, youth unemployment ratio and long-term unemployment rate, were worse in 2016 in most member states than in 2008. One particularly vulnerable group in the contemporary economic environment is NEETs who are at risk of social exclusion due to their low skills and lack of formal education. The overall objective of this project is to empower youths facing social exclusion due to unemployment, by giving them an opportunity to fulfil their potential and beimpactful members of their society by introducing them to the benefits of social entrepreneurship.OBJECTIVES - to develop transnational cooperation in the field of social entrepreneurship by exchanging good practices and experiences between partner countries - to introduce the concept and potential benefits of social entrepreneurship to youths facing social exclusion due to low skills and unemployment (NEETs) - to improve the skills and competences of young people that are required to succeed in the field of social entrepreneurship - to improve young NEETs ability to utilize the internet and social media in order to promote their businesses online - to improve communication, interaction, cooperation and language skills of participants - to introduce participant to the cultural environment of other partner countries - to strengthen the feeling of belonging to a European community - to improve the effectiveness of youth workers on providing training and guidance to NEETs with regard to the necessary skills they need to possess in order to compete effectively in the business environment TARGET GROUPS Young people facing the risk of social exclusion due to fewer opportunities and unemployment (NEETs, aged 15-24) are the main group that this project is targeted to. Social entrepreneurship is expected to provide them with an opportunity to have a positive impact in their society and feel included. The project aims to provide them with thenecessary skills and knowledge to start, run and sustain their own social enterprises. Youth workers that provide education to NEETs are another target group of this project. In order to provide high quality education in entrepreneurship and social entrepreneurship to NEETs, youth workers need to be trained in innovative teaching tools such as Virtual Enterprises software. ACTIVITIES The project will introduce a group of NEETs to social entrepreneurship, business development, internet and social media on promoting business ventures and virtual businesses software. The participants are expected to create their own ideas about potential social businesses (using virtual enterprises software) and present them in the final workshop. A group of youth educators will also be trained in virtual enterprises software and are expected to guide the participants during the course of the project. In all countries, there will be visits to successful social businesses. The project will have five LTTAs. The first event will only involve 2 educators from each country. The rest will involve 3 students and 1 educator from each country. In total, at least 50 NEETs and 15 youth educators will take part in the project. In the final event, there will be presentations and discussion on the social business ideas of the participants. RESULTS - Empowerment of young NEETs facing social exclusion due to unemployment - Improved understanding of concept and benefits social entrepreneurship by NEETs - Improved skills and competences of young NEETs willing to explore their possibilities in social entrepreneurship - The granting of access to young people to successful examples and opportunities in the field of social enterprises through the exchange of good practices - Increased knowledge of potential young social entrepreneurs on how businesses operate and how they can have a positive impact on societies - Young NEETs will be able to use the internet and social media to promote their businesses and disseminate the impact of their work - Young NEETs will have a better grasp of topics as entrepreneurial marketing and behaviour, business planning,market assessment and social entrepreneurship - Improved ability of youth workers to train and encourage young people to take up social entrepreneurship - Improved communication, interaction, cooperation and language skills of participants - Improved knowledge of participants of different cultural environments - Young NEETs will develop a sense of belonging in a wider European community