<< Objectives >>The We Teach DATA project aims to enhance ISCED level 2 students’ key competences, STEM teachers' teaching competences and professional development, and contribute to the modernisation of the STEM education through the development, testing, piloting and promotion of a set of comprehensive innovative learning materials and trainings for teachers, with focus on data science and cross-curricular instruction. This will be achieved as a transnational collaboration between 7 partners from 4 countries.<< Implementation >>The activities will be implemented in WPs dedicated to: coordination and communication, monitoring, evaluation, risk management and budget control; development and conducting of a joint staff training; development, testing, digitalisation, translation and piloting of a School Box a Master Class for STEM teachers a Training of Trainers; and implementing a comprehensive sharing and promotion campaign. We will apply the principles of innovation development through co-creation.<< Results >>Apart from the tangible results from each WP, we expect to benefit 600 students at ISCED level 2, 30+ STEM teachers and 2500 key stakeholders (during the project lifetime only and many more afterwards). Some of the intangible outcomes are: enhanced key competences (digital competence: information and data literacy; communication and collaboration; digital content creation; problem solving), teaching competences, professional development, awareness levels, quality and relevance of STEM edution.

<< Objectives >>The main goal of the project is to provide a learning material of online access, that can help adult learners, architects and heritage managers to learn about the effective and spectacular realisation of photogrammetric surveys. The summary of best practice examples will include the possible ways of using the collected dataset for the realistic and precise representation of the surveyed buildings to popularise the most-up-to date methodologies and to ease the access to these solutions.<< Implementation >>The basis of the project is the realisation of 4 camps in rural, disadvantaged regions, where photogrammetric surveys will be carried out together with local associated partners representing learners with fewer opportunities.The selected monuments will be representatives of vernacular acrhitecture including a timber framed barn, a hayrack, a belfry and a stone house. Partners of the programme will assemble 3D materials and educational contents based on the architectural research and survey.<< Results >>The project will result-in an Educational Platform & Homepage to share all further project outputs. The great potential laying in photogrammetry will be portrayed through 2D architectural drawings and 3D renditions of the surveyed buildings in the form of interactive spherical panoramas and 3D models. The main project result will be the Digital Handbook which will summarise the theories and followable methodologies of the surveys using also interactive quizzes to measure the gained knowledge.

"The project aims at:- socializing (with case studies reconstructed for educational purposes) pupils and teachers of VET schools with drone technology, designing its integration with curricular STEM programs as teacher-led approach- co-designing with companies innovative working environments, developing the necessary resources for an open and transferable WBL for the realization of a project work “pupil-led”, in response to the challenges of application of drone technology- promoting among students, with a logic of gamification to develop entrepreneurship, a competition of ideas for design, development and implementation of new applications / uses of dronesToday, 90% of the EU working positions require technical skills: by 2018 the demand for STEM resources will grow by 8% while the average of jobs will grow only by 3%; by 2020 there will be a deficit of 825.000 resources with technological skills; by 2025, due to turnover, 7 million jobs requiring STEM skills will be available.If the realization of the ET 2020 strategy hopes that benchmark doesn’t exceed 15% of students below the age of 15 with low achievements in math and science, data reveal 22% in 2015 (36.6% for students in unfavorable socio-economic conditions). Besides, there is a strong gender-gap: only 32.1% of EU-27 graduates in STEM disciplines is females.Drones are suitable to promote vocational learning experiences based on experiential practice, in an interdisciplinary approach, in response to the needs of vocational skills development related to key technologies of the digital era and STEM disciplinary skills: engineering for the resolution of design issues, production and maintenance of light aircraft, built with advanced materials that allow the flight in accordance with applicable regulations; mathematics (from trigonometry to set the flight plan, to 3D modeling through the cloud of points for volumetric calculations and remote sensing); the physical and natural sciences to fully understand the application fields of technology.The project involves a VET secondary school and a business / technology oriented institution in each country, considering countries with similar urgency to address a problem of under-performance and disaffection with the STEM subjects (cfr. Eurydice 2013) and with homogeneous conditions / prospects of development of drone technology (see. ""Innovation Union Scoreboard 2015"").The expected results follow, in the realization of IOs, a logical sequence of industrialization passing from the enabling conditions for the activation of the drones (1- design / assembly of the UAV, 2- study of how to use the data on the ground 3- making of the devices to be installed on board), to real activation of technology (4- study of flight plans) and, finally, to the examination of application problems (5- enhancement of marketability fields).The realization of each of the first 5 IO is divided into the following three macro activities:1) DESIGN 2) TESTING 3) RELEASEThe competition of ideas (IO 6) allows students / teachers / business experts to explore innovative fields of application, using the methodology of ""gamification"" to stimulate the engagement. The WBL methodology to be adopted for the implementation of the IO intends to be an active testing of subject content, referring to a type of ""learning by doing"" according to the model called “Ambito di attività”, whereby students are given: a labour process, tools - both materials (technology) and intangible (information, procedures), an OBJECT of application and a RESULT to get, being placed in RELATIONS specifically defined.VET secondary school will be able to expand the supply of training and increase interest between the ""digital generation"" to the STEM disciplines; the learners will be able to increase motivation for further education, particularly scientific (even overcoming the gender gap) and increase their employability; the business / technology oriented institutions can take advantage of connecting with new generations of workers and exploring the potential of the innovative application uses of drones.Impacts: increase awareness of VET teachers about the pedagogical potential of WBL; develop in VET students (especially low achievers and / or female students) motivation to study STEM disciplines and encouraging employability, even in an entrepreneurial way; seize the enormous potential of the drone market development: EU sources says of a market of about 15 billion euro within the next 10 years in our continent and, globally, of 130 billion dollars.All IO project will be released as OER."

The ARACNE+ project aims to validate, develop and consolidate a training model of socio-labour insertion which was generated by a previous project KA2 - Strategic Partnerships for Adult Training, called ARACNE, TRAINING, EMPOWERMENT and ENTREPRENEURSHIP. The first ARACNE project was developed (2014 to 2016), has allowed to design an innovative and transformative model transformer based on the learning of skills that combines professional training, personal and group empowerment and the promotion of social entrepreneurship in real production environments. It is structured as a social-inclusion itinerary which includes three levels, basic, intermediate and advanced. However, the time, budgetary and functional limitations of this project has only allowed a partial test of the developed model, in a single setting, in one country and with a single target group. In terms of social innovation, the purpose is to go from the prototyping phase to the sustainability phase, prior to the application of the model on a large scale. To do this, we have to meet the following specific challenges: 1. Improve the learning skills proposal ensuring the correlation with formal systems of professional qualification on the Member Countries and at European level. 2. Expand and improve the proposed training activities so that they are real competencies pills, attractive and adapted to the interests of the adult population. 3. Undergo testing and evaluation prototypes of training activities in different contexts, countries and levels of learning. 4. Develop tools that facilitate the design and implementation of integrated insertion itineraries according to the reality of the students and the context in which it takes place. 5. Train a team of professionals in the application of the method that are the prescribers and multipliers in their respective countries of the ARACNE Model. 6. Involve the Public Administrations and private bodies with competencies in training, in the recognition of the efficiency and therefore pursuant to the large scale of the ARACNE Model. Taking into account all of this ARACNE+ objectives are: 1. Developing the applicability of the training ARACNE Model in different contexts, in order to determine: • The impact on the target audience. • The resources needed for its implementation. • Profiles of teams of professionals involved. • The necessary organizational structure. • The time needed to achieve significant results. 2. Design and produce the resources for the training of trainers specialized in the application of the model, including a training of trainer’s course. 3. Develop a proposal for the recognition of competencies developed through the application of the training ARACNNE Model. In order to do it, we will develop a set of indicators following the European Guidelines for the Validation of Non-Formal and Informal Learning which will permit the assessment of these competencies. 4. Implement an online learning platform. Taking into account these objectives we have selected the following PRIORITIES: HORIZONTAL: • Transparency and recognition of skills and qualifications. SPECIFIC: • Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults. • Extending and developing educators' competences. The target groups for the ARCNE Training Model are as follows: • Professionals and volunteers in the field of training and socio-labour insertion. • Entities in the field of training and labour insertion. • Enterprises and social organizations. • Public administrations responsible for employment and inclusion policies. • Adults with low-skilled or low-qualified adults in special women in precarious situations. • Professionals from universities. The transnational dimension of ARACNE + is justified by the need to validate the model with different users and professional groups belonging to different organizational, social, cultural and regulatory contexts. To ensure that the model is transferable and applicable in different contexts, it is necessary to work in coordination with entities in several countries. This is true as much as for validation processes as for the development of complementary resources such as training of trainers or recognition of qualifications, since in both cases application contexts are key elements.

"Project Jupyter@edu tested and implemented innovative practices in the field of higher education. Moreover, it supported synergies with research and innovation activities and promoted new technologies as drivers of improvements in education.Project Jupyter@edu was implemented by the following institutions from three European countries: University of Silesia (Leader) - Poland, University of Augsburg - Germany, European University Cyprus - Cyprus. In the first phase, the fourth partner from Portugal - Universidade Portucalense Infante Dhenrique-Cooperativa De Ensino Superior Crl. also participated in the project. The MAIN OBJECTIVE of the project was to deploy of cloud-based services for numerical and mathematical scientific explorations in the period of 10.2017-11.2019, equip it with modern tools like grading system and mutually motivate and engage to use it. The specific objectives: - Strengthening the cooperation between partner institution, increasing their internationalization through the exchange of good practice and to jointly develop universal teaching materials. - Promotion of the idea of open education and open software - Enhancing the quality and relevance of students' knowledge. The international consortium worked out the following intellectual outputs: O1 - Jupyter notebook server - the deployment in Centre for Applied Sciences O2 - Deployment of Python-based teaching materials for courses in science education O3 - Use of unit tests in Jupyter notebooks for teaching in computer science and computational science.Intellectual outputs are availabe at: https://jupyter4edu.smcebi.edu.pl/; https://github.com/marcinofulus/jupyter4edu and at the VALOR platform. Long-term benefits are associated primarily with the lasting nature of the intellectual outputs, as well as the intensification of cooperation between partner institutions. The project results in enhancing the quality and relevance of students' knowledge and skills and improving the quality of education. The main expected outcome of this project is the deployment of a scalable cloud platform serving Jupyter notebooks.Main target groups of the project were students and academic staff of the participating universities. Implementation of the project was linked with the strategies of a European, national and regional level. Among other project fits in the assumptions of the Europe 2020 Strategy. One of the priorities is Smart growth which includes developing an economy based on knowledge and innovation. Under Smart Growth target, EU flagship initiative ""Youth on the move"" aims to enhance the performance of education systems. The project supported innovation and creativity through partnership. It complemented other operational activities carried out by the actors involved, and activities are complementary to other forms of support funded from other sources in all countries participating in the project, as well as in other European countries."