ADA proposal wants to support adult educators and trainers by offering up-skilling training activities on emerging digital technologies and strengthen the capacity building of learning centres to facilitate the ongoing digital transformation by connecting learning centres focused on digital competencies to increase the overall quality, relevance and impact of their activities. Educators and trainers will benefit from the educational outputs: online training (MOOC and OERs); DigComp-based resources and tools (self-assessment tools; learning and teaching methodologies and contents; best practices etc.); the Community of Practice (CoP) of practitioners and stakeholders to share practices and experiences in adult education and training. The consortium expects at least 500 educators from at least 10 European countries registered in the MOOC, at least 100 educators completing it and at least 300 practitioners, educators, experts joining the CoP and at least 50 resources, including reports, OERs, self-assessment tools, best practices on the platform. Learning centres will benefit from the above educational outputs and the dedicated webinars on best practices and case studies. The consortium expects at least 100 organisations from at least 10 European countries joining to the at least 10 capacity-building webinars; at least 100 organisations interested in receiving the Toolkit on the readiness of introducing educational activities within the learning centre. The expected results, from the 15 deliverables (reports, content based and digital tools) planned, rely on educators and trainers up-skilling, increased offering on educational activities on emerging technologies topics for European adult citizens (secondary target), on internationalisation, networking, supporting, exchanging of processes, formats, solutions and needs, adopting the DigComp framework, forward looking innovation, facilitating digital transformation, diversifying trainings for social inclusion.

<< Objectives >>First objective of this project is to carry on the activities begun with eCult Skills and Mu.SA Museum Sector Alliance projects through the constitution of a physical digital community of ex participants and partners based on self VET and self lifelong professional learning.Second objective is to learn to manage active digital communities around Cultural Heritage and boost publics engagement through digital cultural crowdfunding strategies.Third objective is to innovate lifelong professional<< Implementation >>The main activities of the project are:Coordination of partners and participants and meeting planning.Coordination and implementation of the project communication strategyImplementation of a simple Spazio di archiviazione open source online platform5 work cafés on use of new technologies to create and engage a community through the example of young expertsRedaction and translation of meeting resultsMid-term meeting to plan together project PHASE 2Creation and management of a digital cult<< Results >>This project is already an output and the result of the dissemination of other two European Projects (eCult Skills and Mu.SA Museum Sector Alliance) but non the less it is expected to produce many results: first the creation of a physical digital community of Cultural Heritage, based on self VET and self lifelong learning.Other expected results are: an innovative and more sharing way to approach professionale lifelong learning, a greater awareness in Cultural Operators on multicultural approac

Phenomena such as floods and fires have always been part of nature and history, but they do not need to become disasters. The FORETELL project emerges from the need to promote a culture of safety in Europe against natural calamities. As children are one of the most vulnerable groups, they must learn from early age about the risks in order to have a better chance to save their lives during dangerous situations. In this context, the FORETELL project exploits innovative technology-based learning strategies aiming to provide awareness, knowledge and develop essential skills necessary to cope with natural hazards, such as floods and fires. To this aim, flood and fire situations have been simulated and implemented as interactive educational games in an online 3D virtual world. The educational games have been designed according to scenarios of good practices in case of flood or fire. During the games the players are prompted to explore the virtual environment, interact with it, collect information, collaborate with peers, in some cases, and finally use their gained knowledge and critical thinking to resolve the dangerous situations. The online 3D virtual learning environment is attractive and suitable for children aged 8-15, fully supports English, Greek, Italian, Bulgarian and is accompanied with comprehensive User Handbook and explanatory videos. Additionally, the FORETELL project aims to empower the profile of the teaching professions to adopt novel approaches in teaching, providing teachers with open digital educational material about floods and fires which has been developed in the context of the project.The FORETELL consortium was set according to the objectives of the project and the required partners’ expertise to successfully carry out the planned activities. More specifically, the consortium consists of four partners from four European countries (Greece, Italy, Malta, Bulgaria). The partners act in the fields of Higher Education, ICT technologies and immersive learning, civil protection and citizenship empowerment of children. In detail the partners are: 1) Hellenic Open University in Greece (Project Coordinator),2) FELCOS Umbria, a non-profit association composed of Local Authorities and public, private and associative actors, which carries out activities for awareness raising and global citizenship education in Italy,3) Fire Safety and Civil Protection Directorate General in Bulgaria, 4) University of Malta, Faculty of Education & Institute of Digital Games.The implementation phase of the project as well as the dissemination and publicity activities that took place in all partner countries engaged a large number of direct and indirect target groups, such as members of schools associations, students and their families, educators, university students of Education Faculties as future educators, stakeholders focused on civil protection awareness and citizenship empowerment, public educational bodies, etc. The 3D virtual learning environment of FORETELL is scalable and open, so new languages and new scenarios could be added. The educational material of FORETELL is uploaded on a Moodle site so as to be open and available to public. All key outcomes and videos of the project, as well as the links to the registration page of the 3D virtual learning environment and the Moodle site, are freely accessible through the project web site (http://foretell.eap.gr/index.php/en/) and YouTube channel.

The DigComp Hub project aims at supporting and engaging adult education providers and educators across Europe in the path to digital transformation through the use of the DigComp Framework. Educators and training providers will benefit from the training, mentoring programme, resources on DigComp within the Community of Practice where the learning and support take place, aiming at providing to early and experienced users of DigComp a learning and supportive environment on how to adopt and use it at all educational levels. At least 50 resources and 9 videos on inspiring the adoption of DigComp will be available. Practitioners and stakeholders will benefit the CoP in sharing, exchanging experiences, further contributing from their practical adoption experience. Synergies between DigComp and other frameworks will be investigated within the CoP stimulating cross-sectorial implementation and adoption. The consortium expects at least 200 new members within the CoP (on top of the members already in the CoP hosted by ALL DIGITAL) and at least 100 educators taking part in the training and mentoring programmes from across Europe. Raising awareness campaign will be launched to widely engage educational providers, expecting to reach 5000 target audience, inviting them to join the CoP and benefit from the policy recommendations on how to improve the use of DigComp. The final event will engage with at least 60 participants to further involve stakeholders and policy makers. The expected results from 12 deliverables (reports, content based, videos and digital tools) planned, rely on supporting the adoption and use of DigComp at all levels and within core digital fields and non-digital ones for European adult citizens (secondary target), on internationalisation, networking, supporting, exchanging of processes, formats, solutions and needs, adopting the DigComp framework, forward looking innovation, facilitating digital transformation, diversifying trainings for social inclusion.

Project duration: 01.09.2018 – 30.06.2021 (34 months)Partnership: Poland (Leader) - Wroclaw University of EconomicsGreece - Hellenic Open UniversityUkraine - West Ukrainian National UniversityHungary – The University of PannoniaThe partnership was made up of four universities: three from three EU member states and one from Ukraine. The project responds to the needs of all Partners and results directly from the current and forecasted situation for the coming years.The need to implement the project was primarily due to the enormous importance of university internationalization for their current functioning. Universities are now interested in expanding their offer and admitting a growing number of foreign students. Also, they strive to maintain contact with foreign universities and ensure international mobility for their employees and students. Universities are assessed for this type of activity. Activities in the area of internationalization are highly appreciated and indicate the position of a given university in the ranking on the domestic or international market. Hence the high interest of universities in the subject and undertaking many actions to provide an interesting offer for potential foreign students. However, when preparing to admit foreign students, universities mainly undertake activities in the area of substantive preparation of the study offer - they strive to improve the subject matter, adapt it to the current trends and increase the proportion of courses offered in foreign languages, most often in English. They tend to forget about formal preparation in terms of administrative procedures, the functioning of administration offices expected to support students such as dean's offices, student houses, libraries, etc., or taking actions to ensure full inclusion of foreign students in the academic community of a given university. This mainly applies to the so-called new EU countries, where internationalization processes are relatively new. Speaking of foreign students, we mean two situations:1. The Erasmus + Program mobility groups (trips usually for one semester).2. Completing a full cycle of study at a foreign university.The problem of proper university preparation has been visible for a long time. Studying at a university in another country has always been accompanied by the need to adapt to cultural differences - even in the case of geographically close partners, such as Poland and Germany. After the EU opened to new countries in 2004, these issues became more visible as several times more people study abroad as a result of the opening of borders and mobility programs (Erasmus +). We are currently observing a second wave of growth in the number of people studying abroad as a result of the arrival of young people from countries outside the European Union. The problem is growing because in the case of this group of people there are no formal financial resources for their preparation before the trip - they are not in the Erasmus + mobility program, they most often pay for their education, and they do not quite know what studying will look like. The problem is aggravated by the lack of or non-compliance with EU standards.The main goal of the project was to better prepare the university for the internationalization process. Implementation of this objective was possible by ensuring better preparation of the university for admitting foreign students (the first detailed objective) and ensuring better preparation of foreign students for studying (the second detailed objective). As part of the project, we have developed three results of intellectual work:1. O1: Manual for the university. How to prepare for the reception of foreign students?2. O2: Manual for foreign students: What should I know before I go to a foreign study / foreign exchange?3. O3: Syllabus and didactic materials for training courses intended for university administrative staff and preparing them for providing support to foreign students.There are two target groups of the project:- Universities understood as administrative employees and scientific and didactic employees.- Students studying at foreign universities (people completing either a full cycle of study at a foreign university or only its part within international mobility).Without doubt, these issues deserve a debate as well as finding good practices and effective solutions. Although the COVID-19 pandemic slowed down the processes related to studying at foreign universities to a large extent, the problem of formal preparation of universities for admitting foreign students has remained the same. The importance of the subject matter is evidenced by great interest in the developed solutions - over 130 university administration employees participated in the training courses (with the initially forecast number of 40-50 people).