The DEFEND consortium will target two viral diseases of livestock which are emerging into Europe – African swine fever (ASF) and lumpy skin disease (LSD). African swine fever virus (ASFV) is the causative agent of ASF, a highly contagious disease of domestic pigs which causes a haemorrhagic syndrome with up to 100% mortality. ASF is endemic in sub-Saharan Africa and on the Italian island of Sardinia. In 2007 the disease was reported in Georgia. Since then it has spread to Russia, Ukraine, Poland and neighbouring countries. In 2017 outbreaks were reported in the Czech Republic and Romania. Wild boar are susceptible to ASFV and facilitate the continuing spread of the disease in Europe with regular spill-over into in-contact domestic pigs. The capripoxvirus Lumpy Skin Disease virus (LSDV) causes a classic systemic poxvirus disease in cattle and spreads rapidly in warm humid conditions, most likely due to insect-borne transmission. LSDV entered Europe, the Balkans and Caucasus for the first time in 2015. The ongoing epidemic has caused the deaths of thousands of cattle through mortality and eradication campaigns. ASFV and LSDV represent an immediate and serious threat to the pig and cattle industries in Europe and eastern and central Asia. The aim of the consortium is to control the growing LSD and ASF epidemics in Europe and neighbouring countries by understanding the drivers of LSDV and ASFV emergence, and generating research outputs which underpin novel diagnostic tools and vaccines and authenticate appropriate and rapid responses by decision-makers. A multi-actor approach will be incorporated as a central tenant of the project, with collaborations between experts from academia, industry, and government bodies including EU and non-EU partners from countries affected or threatened by ASF and LSD.

<< Objectives >>Digitalization of education can have many positive impacts on students and their learning success, but at the same time, it can also pose a major barrier for some students, especially for students with different disabilities or special needs. The project aims to improve inclusive digital capabilities of the higher education sector for enabling equal educational opportunities for all students, but especially for students with disabilities or special needs.<< Implementation >>In the project we are going to:- develop Self-evaluation tools for HE institutions and HE teachers to determine the inclusiveness of their digital education,- develop various microlearning units on Inclusive digital education for HE leaders and HE teachers,- collect and describe several good practices on Inclusive digital education,- develop an E-learning platform as a central knowledge point for Inclusive digital education and - organize International Conference on the topic.<< Results >>The project will:- develop Theoretical framework for Inclusive digital education,- provide several Open Educational Resources for HE institutions and HE teachers on the topic of Inclusive Digital Education,- promote the involvement of students with special needs and disabilities in the processes of building an Inclusive digital learning environment,- increase the capabilities of HE institutions and HE teachers for implementation of Inclusive digital education.

Tablio was a 30-month Erasmus+ KA2-project which aimed for realizing educational innovation by integrating tablets for classroom differentiation and inclusion. The Tablio-project developed a design toolkit, demonstrator examples and design templates for 'Inclusive Education' by means of tablets. Inclusive education is about how to develop and design schools, classrooms, programs and teaching & learning activities so that all students learn and participate together (www.inclusionbc.org). Differentiation is a key strategy for the achievement of inclusive education. 24 good practices were described by interviewing teachers in European schools. 12 new pedagogical arrangements were developed throughout the project by the application of teacher design teams and the ADDIE-instructional design method. All practices were validated by peer reviews in which we analysed the practices through the perspective of the theoretical framework of the design toolkit. This toolkit and framework was developed by performing desk-research, focus groups, workshops and collaborative writing activities. The outputs are collected on the website http://tablio.eu. The English and Dutch outputs were also bundled in an e-book with ISBN-number. All outputs are available under a creative commons license on the project website and on the Erasmus+ Project Results Platform. The outputs are multilingual. Besides English, outputs are available in Dutch, Slovenian, Turkish and Italian.7 partners in 6 countries participated in the Tablio-project: PXL University of Applied Sciences and Arts (Belgium - lead partner), Institut za Napredno Upravljanje Komunikacij, (Slovenia), Istanbul University (Turkey), iXperium Centre of Expertise Teaching and Learning with ICT (Netherlands), TELLConsult (Netherlands), North-West Regional College (Northern-Ireland) and CESIE (Italy). These organisations were a mix of expertise centers linked to teacher education, expertise centers specialised in design thinking, differentiation or inclusion and expertise centers in ICT-integration in education. 20 multiplier events were organized with an explicit focus on transferring the innovative approaches to the classrooms of the participants. Hence, several new approaches resulted from the multiplier events. Also other dissemination activities were carried out by presenting the outputs on European conferences and by the publication of articles. Communication was done in newsletter and on several social media. The project ended with a communication campaign in which we did daily Tablio-updates on social media in the month of May 2019 sharing the good practices developed during the 30 months. We impacted the project staff with a higher expertise level in educational innovation with tablets and differentiation and inclusion. We realised innovations in the schools that participated in the teacher design teams and the multiplier events, in favour of the pupils that benefit from a more inclusive education. Through active participation at more than 30 conferences, through newsletters and social media communication we impacted a wide community of European teachers and other educational stakeholders.

The two-year GUINEVERE project (see our website: http://guinevereproject.eu/) addressed the context of how to use digital games and the principles of gamification in 3D immersive environments to encourage new ways for primary and secondary school children and teachers to learn and teach foreign languages (primarily English, French and Turkish). Though games are increasingly high profile in the media and in education, the debate is often polarised between advocates who perceive games as an aid to creativity and collaborative learning, and critics who perceive them as disruptive, divisive or even catalysts for violent behaviour and addiction. There has been a lot of practitioner research and projects across the EU in the last ten years, but few have closely examined the potential in foreign language learning in a diverse range of languages or developed teacher training courses to help teachers examine these challenges. In this respect the GUINEVERE project was unique, innovative and ground breaking. Arising from this context, GUINEVERE established four main objectives across 14 Intellectual Outputs (IOs): 1) it investigated the findings of existing work on the use of games in schools education through a comprehensive understanding of pedagogical theory, the use of games and simulations, the categorisation of games, and guidelines available to teachers;2) it designed, created and field-tested a variety of games in 3D immersive worlds, particularly in the 3D platforms of Minecraft, OpenSim and Second Life, that also drew on recent work in gamification and learning analytics; 3) it designed, created and field-tested two, free online language teacher training courses which enabled teachers to create their own digital games for use in the three 3D immersive environments (OpenSim, Minecraft and Second Life). The courses successfully integrated the skills which teachers need to master, such as building, coding, adding sound, texture and scripts, recycling 3D objects and designing games, role-plays, simulations and scenarios; and 4) it designed and created a mobile application that integrates the principles of language learning and gamification. In relation to the number, type and profile of participants, the target groups involved primary and secondary school children and teachers in the UK, Turkey and Italy. The children and adolescents were aged between 10 and 15. In Italy partner IUL drew on its existing pedagogical research on the OpenSim environment Edmondo with children from as young as six years old in primary and secondary schools in Milan, Florence and Padova to undertake extensive field-testing with classes including approximately 20 children. The partner and coordinator UCLAN worked with a UK primary school in a disadvantaged area of Preston in the North West of England using Minecraft to teach digital literacy skills and French language learning involving an out of class club of around 6-10 pupils. In Turkey partner IUC worked with over 50 trainee English language teachers, field-testing a mobile application and teaching the principles of games design. The project's main activities reflected those of our objectives and consisted of several interlocking phases of development. Over the life­cycle of the project, activities were divided into three distinct phases: In Phase 1, the project partners met to discuss the creation of example immersive digital games drawing on traditional games with high value for problem-solving, creativity, collaboration and communication. These were contextualised with the aid of an extensive needs analysis with teachers, teacher trainers and learners and as a result of a thorough review of existing good practice. Guidelines for all key stakeholders were produced to guide the next phase. In Phase 2, digital game-based materials were created in the context of project-based learning. These were then trialled among a variety of data partners and adapted where necessary. Phase 3 built on the outcomes from the previous two phases and led to an extensive piloting of two, free online teacher­ training courses (one intended for autonomous learning and one for instructed facilitation) which offered expert advice on the technical and pedagogical approaches used. The courses were successfully offered in the form of a MOOC or massive online training course. Finally, IUC, our partner in Istanbul, developed a mobile application called GISTORY to develop interactive game-based learning which utilised gamification techniques and video-based learning and is available on Android and iOS platforms. GISTORY stands for 'gamified interactive stories'. Overall, GUINEVERE adopted a 'critical advocacy' approach to the use of digital games in language learning and identified several limitations (technical, pedagogical, methodological and institutional) as well as areas worthy of further exploration in future projects in the European context.

SUPREM-MILK aims to provide concrete tools and propose customized and targeted solutions to support farmers of Egypt, Morocco, and Turkey to take a step towards a net zero carbon and greener and more circular farming. During the transition, the 3 forms of sustainability will be maximised and the resilience and self-sufficiency of the Mediterranean milk supply chain will be considered. In agreement with the specific challenges and scopes of the call, the main objectives are: 1 Preliminary inventory of the carbon cycle and characterization of sustainability of the milk supply chains studied. Life cycle assessment, sensors data, machine learning, remote sensing (Sentinel-2), and omics approaches will be used to evaluate the starting point of different scenarios and plan customized actions and solutions towards the desired direction(s). 2 Support the adoption and implementation of sustainable technologies, novel applications and best practices by local farmers. Transfer of knowledge, establishment of decision-support systems, definition of best practices/most recommended guidelines, and installation of open access digital applications/platforms will contribute to improve decision-making and informed choice of all stakeholders, especially those in underserved areas/condition with scarce access to technologies, e.g., smallholder farmers and women active in dairy. 3 End-point evaluation of the carbon balance, sustainability, self-sufficiency, and competitiveness of the milk supply chains considered. Multi-actor estimation of the impacts of the incorporated improvements; i.e. cost-benefit analysis, life cycle assessment, circularity level. All stakeholders of the chain will be considered: land (soil), animals, farmers, producers, and consumers. SUPREM-MILK will exploit an horizontal approach to customize and implement innovative tools that can rapidly improve nutrients circularity, self-sufficiency, and sustainability of Egyptian, Moroccan, and Turkish milk supply chain.