NEEDS AND BACKGROUNDThe design of elements and environments for construction, engineering and architecture is radically changing in the world thanks to the increasingly massive adoption of BIM (Building Information Model) methodologies and technologies. BIM systems allow shared and updated knowledge of the situation of a construction project, as well as integrate the calculation, design, management and a visual representation aspects into a same system, so that is possible to maintain traceability in the different phases and integrate each element with which interacts to avoid uncoordinated “information silos”.The design of elements and environments for construction, is radically changing thanks to the increasingly massive adoption of BIM (Building Information Modelling) methodologies and technologies. The use of BIM brings an improvement in all dimension of the construction process: a) Quality of the materials, processes and final work; b) Compliance with the safety regulations; c) Environmental protection; d) Control of the conception and the development of the construction work or building by the authorities. In VET education the level of implementation of BIM is extremely low and the available resources are very scarce. However, construction sector is precisely in general where the need for dully trained professional is bigger, particularly in the higher level, in Tertiary VET, which is called to be the link between the designers (architects and engineers) and the specialised workers. OBJECTIVES AND TARGET GROUPSThis project is focus in the development of a curricula and training materials for implementing BIM at the Tertiary Level VET, developing an approach and content adapted to the curricular level and the global scientific and technical knowledge of the students following this courses, which must be aligned, at the same time, with the needs of the labour market. Main target groups of the project are: •The students of Tertiary Level VET from European countries. •Teachers in Tertiary VET that want to implement BIM in their lessons. •Professionals in the construction and civil work field without the required skills in this new complete system. •Educational authorities in all levels, which, will get an important resource for updating their training programmes. •General society, because of finally this project will contribute to the Europe of knowledge. PROJECT RESULTS The project will start by deeply studying the needs of companies and professionals operating in construction and civil works sector, in order to analyse which are the skills and competences required by a Tertiary level VET technician to properly carry out their ordinary activities with quality and efficiency. Based on the highlighted training requirements, consortium will start the development of the curriculum for the mentioned subject related to BIM. To facilitate the implementation of the developed course, consortium will develop the BIMVET3 Platform, which will include different type of learning materials developed according to the needs of each topic:Videos recorded with the drawing processes. Works made in Open BIM work platforms, as BIM.server.center, where numerous free functions are available. These platforms are designed to develop and manage BIM projects.Exercises regarding BIM using Virtual Reality tools and platforms Exercises regarding BIM using Augmented Reality tools and platforms Exercises regarding BIM using Fotogrametry resourcesCompile relevant works developed in open BIM to be used as examples when implementing BIM coursesA complete Guide for using BIMVET3 Platform content for implemented this Tertiary BIM subjectINTELLECTUAL OUTPUTS The project is aimed at the development of two Intellectual Outputs:IO1.- CURRICULUM OF BUILDING INFORMATION MODELLING CROSS SUBJECT FOR TERTIARY VET, BASED IN TWO MAIN ACTIVITIES:- A!.- Research about on the needs of professionals and companies regarding BIM for higher technicians in construction and civil worksA.2.- Design the content for a subject in building information modelling for Tertiary VETIO2.- BIMVET3 PLATFORMIncluding here three main activities: A1.- Produce the contents for the bimvet3 platformA2.- Technical production of the BIMVET3 Platform A3.- Testing implementation of curriculum and BIMVET3 Platform

<< Objectives >>The project seeks to promote environmental awareness and sustainable development in higher education institutions to contribute to the achievement of national greenhouse gas reduction targets. It aims to enhance stakeholders' awareness of environmentally friendly practices in teaching, learning, and student/staff mobility in order to reduce the carbon footprint of higher education institutions.<< Implementation >>-Reviewing existing carbon footprint calculation tools and develop a common assessment tool-Calculating carbon footprint in the 4 partner universities -Sustainability awareness study-Curriculum and Module development- from teaching and learning to emission neutrality-Computing CO2 related with students and staff travels-Predicting several scenarios, relating teaching methods with carbon footprint-Student and Staff Involvement-Summer school (with a minimal carbon footprint)<< Results >>- New modules– from teaching and learning to emission neutrality- Turnkey and low-carbon lectures and learning activities related to sustainable development, especially regarding the topic “Carbon Footprint estimation”- A measurement tool for academic carbon footprint, used to ass the participating universities scores, as well methods to continuously improve this score- A collection of sharable best practices for universities related to teaching, carrying out research, staff, student mobility

"PITCH: Promoting and Implementing Training on entrepreneurship, innovation and Creativity in Higher educationThe project aims at developing innovative teaching and learning approaches for entrepreneurship, creativity and innovation education in Higher Education.Even though in the recent years several entrepreneurship courses have been developed in HEI worldwide, a cross-cutting approach is missing to integrate entrepreneurship in an overarching domain-independent approach.Hence entrepreneurship, in most cases is regarded as a discrete domain or is often connected to business studies or economics only. The aim of PITCH is to introduce entrepreneurship, and with it sense of initiative, creativity and innovation as a ""key competence"" in an overarching approach which can be transferred to a large variety of research fields and study domains in European Higher Education. This will be achieved with the help of an innovative, self-directed (blended) learning approach for students and educational personnel at the interface of Higher Education and business.Entrepreneurial competences are hardly to be acquired in frontal teaching lessons or self-learning exercises.The ideal learning contexts to acquire these competences are the informal/non-formal ones such as learning labs, incubators in combination with internships or mobility. Hence, the PITCH project aims at setting up an innovative blended learning approach, which includes experiential and practical learning in different learning environments.However, it is a challenge to set up learning pathways to facilitate the acquisition of relevant knowledge, skills and attitudes in this rather heterogeneous field. Only singular attempts have been made to systematically include the development of these competences in curricular or extracurricular HE courses. The validation (here the assessment and documentation) of these competences requires an appropriate competence framework system to give evidence of students’ development, to connect them to existing certification systems and to offer a European wide validation approach. PITCH will develop and pilot an approach to tackle this issue based on a long-term partnership of academia, business and educational partners.Based on a sound stocktaking on successful approaches on entrepreneurship education modules and courses it will set up a framework of competences on entrepreneurship, creativity and innovation, using on the one hand the EntreComp descriptive framework and on the other hand the LEVEL5 validation system. Both systems have been largely applied in previous EU-funded projects on entrepreneurship education.A modular, blended learning and training approach will be developed combining face-to face, e-learning and practical learning in incubators, in internships and learning in mobility, thus creating interfaces to ERASMUS mobility programmes.The learning and training offers will also be delivered on state-of-the-art learning technologies providing contents, courses, e-portfolios and validation interfaces as open educational resources (OER) for 18 trainers who will transfer the PITCH approach in their trainings in HEI; 12-15 students will carry out a specific study mobility in the framework of an intercultural design thinking programme.The PITCH courses and modules will involve 75 students from six universities in five EU member-states and one candidate country.Students of different sciences will develop PITCH projects along an innovative blended learning concept based on transferrable study units that can be integrated in the formal curricula and on an experiential learning approach in European universities.Competences will be validated and connected to European validation and certification instruments.The PITCH partnership is consisting of HEI from DE, GR, LT, PT which cover a large geographical scope and several cross-cutting disciplines from economics, natural, economic and social sciences.The partnership is completed by a young unversiy spin-off working on innovation management (IT) and a European cooperative with a large European network in the field of competence-oriented learning and validation (DE)."

YOUNGMOB is addressed to deliver practical tools for parents and school teachers to promote a correct use of smartphones and avoid or reduce addictive behaviours; and a set of recommendations also for policy makers to prevent mobile addiction. For doing that, YOUNGMOB will develop two IOs: (i) an innovative toolkit with an app that allows parents and teachers to tutor that accompany the youngsters in the process of learning a correct use of smartphones with useful and practical materials to schools and parents to design tailor-made strategies to promote a correct use of smartphones in youngsters; and (ii) a White Paper to promote the correct use of mobile phones among youngsters and prevent the mobile addiction for parents, teachers, educational professionals and policy makers. The project will involve experts in the field to validate the project outputs (12 in total) and the active participations of schools, children and parents in Spain, Italy, Slovenia and Portugal. Participants will test the app, co-design the materials, define their needs through focus groups and interviews, etc. At the end of the project, 4 multiplier events will be developed to disseminate the project outputs and guarantee their sustainability.

The project BADGES has aimed at valorising the huge lifelong learning potential of European cultural and natural heritage sites.Nowadays the concept of lifelong learning is strictly connected with the validation of non-formal and informal learning and the relevance of recognizing the entire scope of knowledge and experience held by an individual, irrespective of the learning context is widely remarked. Despite the growing interest and the European institutions’ strong commitment to promote validation systems in different learning situations, there are contexts, such as the heritage and cultural sites, where concrete experiences of competence validation are rather few and scattered.BADGES developed a fully fledged methodology to support both cultural and natural heritage sites in offering learning enhancement experiences to their visitors, and the opportunity to have the new knowledge and skills acquired during the learning experience recognised and validated.BADGES developed:•a methodological frame for competence based informal and non-formal learning in cultural and natural heritage•a CPD Programme for cultural and natural heritage staff capacity for developing and organizing validated informal and non-formal learning at their sites•a European system for issuing electronic badges as a certificate for competence development•and eventually created a community of interest around this topic and support the creation of a ‘badging culture’ as part of an approach to personal and professional development and to employabilityThe main target groups of the project are:-Professionals working in museums, other heritage or cultural organisations, natural parks, archaeological sites that will be able to issue the badges linked to their mission.-People visiting cultural sites, nature parks, historical sites, etc. that can be invited to make the most of the experience by getting a badge.The project started with a research on:•Good practices in European cultural and natural heritage sites•Heritage professionals’ needs in terms of educational methodologies•Successful examples of electronic badges usageThe results of this study laid the basis for setting up the core components of the BADGES methodology.An inventory of relevant competences was identified, relating to transferable social, personal and organisational competences (SPOC) that may be acquired in the specific learning contexts and also field competences connected to the cultural and natural heritage topics. The description of the competences followed the LEVEL5 validation system, a well proven methodology to validate social and personal competences acquired in informal and non-formal learning. For each competence, a framework will be set up along the dimensions of knowledge, skills and attitudes. A validation system was set up considering the stages: Identification, Assessment and Documentation of competences and their Certification with Badges.The Badges issuing system is based on an open learning space (the LEVEL5 learning suite) consisting of different OER components Mahara (e-Portfolio and Moodle as open source Learning Management System. The system is connected to the LEVEL5 software which issues certificates as qualified badges since it is build on a specific taxonomy.The BADGES approach creates a transferrable learning system that connects the competence framework with individual learning pathways in heritage contexts.All the components of the BADGES methodology were transferred to a group of recruited professionals working in the field of cultural and natural heritage that will be invited to attend a European short-term course. After the course the participants designed and offered a competence based learning pathway to the visitors of their heritage sites. Though this activity was not funded anymore the application of the BADGES methodology in real-life cases gave important feedbacks to fine tune the products developed.The project main outputs were wrapped up in the BADGES Toolkit which is freely available. In order to maximise the impact of the project the partners put in place a structured valorisation strategy which is based on the coupling with the REVEAL network to ensure the continuity of the activities, the exploitation of the BADGES products. The valorization strategy includes the mission of the BADGES community, descriptions of the products and services and the network strategy and organisation. This way the qualified badging system and the whole CPD approach shall be valorised for cultural and natural heritage institutions throughout Europe in promoting the learning experience among their visitors.During numerous national and European events the project was highly recognized by heritage professionals and was widely disseminated to the European Community of professionals working at cultural heritage sites and those stakeholders who consider cultural heritage education as an enrichment of their adult education.