MAGISTER project (Mental heAlth professionals’ learning community – continuous traininG program for practItionerS working with people affecTed by mEntal disoRders) brought together a strong partnership 3 NGOs (CONCORDIA Humanitarian Organization, Estuar Foundation from Romania and the Association for Cerebral Palsy from Coimbra, Portugal) and an Austrian university (Vorarlberg University of Applied Sciences - FHV). The project aimed to improve quality of services provided by mental health practitioners at European level, in order to foster social inclusion of people affected by mental illnesses, anxiety and depression. The project has increased the capacity of mental health training delivery in Romania, Austria and Portugal, promoted the collaboration among mental health practitioners at European level and transfered good practices from Austria to Romania and Portugal. The joint development of training curricula improved practical competences, as well as the capacity to approach raising number of anxiety and depression cases, had offered work-based learning opportunities to professionals in mental health. The project has improved the capacity of 48 practitioners from Romania and Portugal in offering social services to people with mental disorders through short term joint staff training events. 11 among those 48 trainers also had the chance to participate at a ToT to further spread their knowledge.Over 250 professionals in mental health field at European have been informed throughout the project about the innovative toolkit of working instruments validated within the project and benefit continously of networking opportunities offered through the Online Practitioners Community.The project had a solid scientific base offered by the participation of the Austrian academic partner, which oversaw the validation of methods and working instruments and ensured evaluation in all phases of the project, including impact evaluation.Results: About 1.500 beneficiaries and their families will have access to better quality of services resulting in better social insertion. About 2.000 persons from public opinion, 350 practitioners, 30 trainers, 150 service providers and 15 authorities from 3 EU countries have been informed about project results. Partner organizations from Romania and Portugal have included the developed curricula in their existing training portfolio and will ensure training of other 120 professionals over a 3 year period, after the project's end.

<< Objectives >>TECH2MATCH supports cross-disciplinarity and internationalisation involving nursing-, physiotherapists- and midwifery educations led by DK with partners from FIN, AT & ES. Due to missing technological skills in healthcare TECH2MATCH will educate future healthcare professionals to match and use the right technology for people with pain (PwP) to improve health and quality of life. TECH2MATCH will ensure HEIs strengthen the digital skills and competencies for min 60-80 students & 16-20 lecturers.<< Implementation >>TECH2MATCH implements a 5 ECTS blended learning course. To develop TECH2MATCH desk research, reports on needed skills and identified gaps will be conducted. 4 frameworks will be developed along with 4 focus groups with national stakeholders to inform the blended learning, the real-life scenarios, the training of lecturers and the xMOOC. A pilot will be conducted, and 4 WPs summaries reports will be carried out. Finally, interviews, surveys and events will be used to evaluate TECH2MATCH.<< Results >>TECH2MATCH results in 4 frameworks and a blended learning 5 ECTS course for healthcare students, improving the health and quality of life for PwP. Providing them with skills and competences to match and use technology by involving patients in other situations and disciplines of healthcare, having a constructively critical approach to technology. The innovative digitalisation, development of frameworks, and inclusion of stakeholder groups will inspire the further future development of HEIs.

GET-AHED will be digital platform developed in consultation with a number of EU ministries, and will provide HEIs across the EU with a range of accessible, user friendly, online tools to enable them to adapt to the green transition. GET-AHED aims to make available the following tools:HE Green Assessment (online self-assessment tool) whose design will be based on the model and principals of the EU's HEInnovate self-assessment tool. The tool will allow HEIs to assess themselves in terms of the level of integration of sustainability within their organisation across a range of indicators and dimensions. The output of using the tool will assist HEIs in the design and implementation of institution sustainability plans by (i) identifying weaknesses in current plans and activities (ii) directing users towards best practice green transition approaches, systems and training opportunities. HE Green Champions (online training system) will boost the green transition capacity of internal stakeholders by providing learning initiatives for (i) HEI leaders to help them embed sustainability into the operations of a HEI (ii) staff and students to support their involvement in sustainability initiatives both internally and externally. The HE Green Champions training system will promote and embed EU Green Transition and Sustainability priorities through its initiatives. The leader programme will provide training relevant to the sustainability dimensions and indicators of the self-assessment tool. For staff and students, the training system will offer components such as fact sheets, videos, quizzes, and training elements designed to increase awareness and drive change. Entrepreneurial training methods, such as the EU Green Mentor project outputs, will be leveraged in the design of HE Green Champions. HE Green Zero (online energy tool) dedicated to improving sustainable operations in the HEI relevant to energy and energy related systems focussed on the goal of achieving net zero energy.

WHY: The climate challenges and the digital transformation are two of the main drivers changing the world today and it also changes the way companies do business. Therefore, it is essential to address both drivers for companies in order to ensure a sustainable future environmentally and financially. The skills and competences needed to develop digitalized products and awareness of the environmental challenges are therefore crucial for the European workforce and industry to continue being competitive in a future green economy and to maintain jobs across Europe.WHAT: Although, all the partners are involved in other activities and projects related to digitalizing and sustainable issues, combining the design and development of digitalized products (smart and connected) to sustainable issues is considered a new and innovative way for the partner organisations to work in developing new and better teaching material for their students. Being able to integrate sustainable issues and address some of the climate challenges when designing new products are moreover foreseen to be a competitive advantage in the future for companies. Therefore, the DIGIDEMO project seeks to raise awareness about environmental and climate challenges, making it a natural consideration designing, and developing digitalized products. DIGIDEMO aims at: - strengthen the cross disciplinary capabilities and awareness on sustainable issues among HEI students from primarily mechanical programmes and programmes within the field of electronics/ICT giving the students a more holistic understanding - supporting teachers in planning and executing cross-disciplinary activities at existing programmes/courses and/or new programmes/courses.HOW: The main objective is to develop minimum 20 DEMONSTRATORS (IO2) (4 demonstrators at each partnering institution) and implement them in teaching activities at educational programmes at the partners. The demonstrators will be examples of digitalized products developed based on cases from industry. The demonstrators will work as a ‘boundary objects’ for the teachers to facilitate cross-disciplinary activities and to strengthen cross disciplinary capabilities and awareness on sustainable issues among students working with digitalizing of products. Moreover, to support the teachers, a secondary objective is to create a FRAMEWORK (IO1) for developing the demonstrators, ensuring homogeneity of the demonstrators being developed in DIGIDEMO. The framework will also allow the different demonstrators to be classified and positioned, e.g., on the type of technology used or the expected environmental impact. To ensure the sustainability of DIGIDEMO and the availability of the project results to people outside DIGIDEMO, an ONLINE LEARNING COURSE (IO3) is developed, making it possible for teachers outside the project to exploit the results. The online learning course will make it possible to exploit the existing demonstrators and/or develop new demonstrators using the guideline and thereby scale-up the impact of the results made in DIGIDEMO. WHO will participate: DIGIDEMO is a collaboration between the following educational institutions UCN (Denmark), ESTA (France), FHV (Austria), FTO (Norway), and UEMR (Romania). The main groups of participants involved in DIGIDEMO are: - Teachers from the partnering institutions (25 in total) - Students from the partnering institutions (250 in total) Moreover, the representatives from national stakeholders will also be involved in projects, ensuring its relevance to practice. What will the IMPACT be: The results of this project will primary and directly influence the local and regional level, through ensuring a better match between educational skills and industry needs as well as a greater awareness of the climate challenges and how improved digitalised connected products can help meet these challenges. Students become more attractive for the employment market and educators get also additional skills.

Context/background of the projectOne of the great challenges of our time is keeping people healthy throughout their lifespan. Many European countries are experiencing an increase in life expectancy alongside the possibility of more treatable diseases. Therefore, there is an increasing cost to healthcare and one has to look for new options for rehabilitation or maintaining public health. This brings new challenges to the healthcare system both in caring for the elderly as well as in ordinary rehabilitation programmes. Multidisciplinary cooperation in the intersection between technology and different health disciplines is a precondition for innovation in this area and for developing technological solutions to address social challenges and enabling related industry. Fall prevention, increased focus on physical activity and mental health, and training in rehabilitation institutions or in home settings are examples of possible applications for serious games.ObjectivesThe aim of this project was to promote collaborative learning through industry partnered, interdisciplinary, student centred projects and develop innovative solutions within welfare technology.The project partners have the following complementary experience and competences:Norwegian University of Science and Technology (NTNU): E-Learning, MOOCs, Serious games, Real time human motion capturing and gait analysis, physiotherapy, Occupational therapy, Nursing, Clinical experience with serious games used at spinal cord injury units.Fachhochschule Vorarlberg (FHV) Serious games, 3D motion Capturing, Modelling and Visualization, User-experience with Ambient Assisted Living (AAL), Gaming-Simulation Hochschule Bonn-Rhein-Sieg (HBRS): Research, development and validation of hardware and software for safety- and security-critical systems and components, Safety, RoboticsInstitute of Technology Carlow (ITC): Serious Games design, Development and sports rehabilitation, Internet of ThingsStichting Hogeschool van Amsterdam (HvA): Privacy and Ethics, Internet of Things, Serious Games design and development3D Motion Technologies AS: The developer of a real time human motion capturing system. Their system is an optical based system using cameras to compute 3D positions of a set of markers. Advanced calibration and tracking algorithms ensures high precision 3D-measurements. Description of undertaken main activitiesThe projects followed an agile/iterative learning model when designing the projects activities and it was linked into each HEI’s curriculum to satisfy the academic requirements for the students. 1 year: Teachers developed learning materials (MOOC), a collaborative learning model (CLM) and recruited client companies and students to the project. The MOOC was specifically designed to teach both healthcare and technological students about how to create an exergame. 2nd year: Enrolled students followed the CLM that made them progress from initial briefing of a problem to developing a final product – a functional exergame. The CLMs components consist of the following: a MOOC, developing a serious game prototype (co-located and distributed collaboration) and Graduation projects. The MOOC allowed all students to gain an introductory level of knowledge in all topics, while students from each specialisation would be expected to take the lead in any further research needed for the projects. The students were split into multinational and multifunctional teams and was assigned to projects originated by a client company. During the last period, some of the students went abroad as Erasmus+ mobility students to continue the work on the prototype as part of their graduation project whereas other students joined them at their own home universities. The students tested the prototypes with the end-users and improved them to come up with their final working products. Mentoring was provided to the teams by the teachers and client companies.Results and impact attainedThe collaborative learning approach adopted proved to be successful in producing graduates who can effectively participate in multi-disciplinary projects. Close collaboration with the client companies was beneficial to the students’ learning in terms of timely clarification of requirements and validation of solutions. The students indicated that the MOOC increased their perception of the problem and issues involved, and the assignments given by companies were perceived as relevant. All HEIs involved, were dedicated, committed, and actively assisting students during the project. There has been a vast amount of knowledge exchange between professors of the HEIs regarding course development, teaching approaches and evaluation methods. Students that finished their graduation projects received compliments on the final developed serious game prototypes from client companies and the graduation projects were largely deemed of high quality by the HEIs.