<< Objectives >>The objective is to create a serious game, an online e-learning system for learning French Language and culture, supportet by 5 3D simulation games, depicting actual locations in France, where players have to utilize what they have learned. The system will use artificial intelligence to tailor learning and Automatic Speech Recognition to allow verbal interaction and assessment, be available for single play, but also as a cooperative multiplayer experience with the EU Parliament as the HUB.<< Implementation >>French Language & Culture focus:A1: Development of Language CurriculumA2: Development of Culture CurriculumA3: Determination of Game Characters and 5 3D ENVironmentsB1: Implementation of Language & Culture Curriculum in the VIFIN Course Creator (VCC)A4: Narrative & Dialogue Development - Single PlayerA5: Narrative & Dialogue Development - MultiplayerA6: Multiplayer Task DeterminationB2: Character and animations DevelopmentB3: 3D ENVironment Development B4: Full Games Im<< Results >>Final output will be an online accessible e-learning system for French Language and Culture, supported by a Serious Game, a simulated reality for learners to utilize their skills. The platform uses artificial inltelligence, speech recognition, single- and multiplayer capability - it will be accessible to educational institutions as well private individuals, of all sorts, wanting to learn French as a second or foreign language, and will become part of the overall EUROSIM platform.

<< Objectives >>The main purpose of the project is to create a virtual reality based, hybrid language, culture and history learning application, whereby learners can learn the language, culture and significant history of the individual partner countries through:1. A speech recognition and artificial intelligence based e-learning system that teaches the learner the language, culture and history of the partner country.2. A gamified virtual reality, multiplayer, experience in a significant historical setting.<< Implementation >>1. Compile and implement a language- culture and history curriculum for e-learning.2. Based on (1), develop a multiplayer virtual reality experience, recreating a significant historical happening in VR in which the players, who will play together, will participate directly in that event, using their acquired language and culture skills with the historical knowledge to play a key role in the happening.<< Results >>Project outcomes will be:1. An e-learning system for:a. Languageb. Culturec. History (significant event in partner's history, relating to the overall EU history).2. An immersive Virtual Reality Experience where learners can relive and participate in an actual event that happened and have to do by using the acquired language, culture and historical knowledge. The outcomes will be available for self-study as well as blended-learning, whenever, wherever there is time, energy and motivation.

"<< Background >>The pandemic and lockdown situation in the school sector resulted in an unplanned and rapid move to online learning with no digital training, insufficient digital skills, and little preparation of many teachers. As a result, the quality and quantity of teaching has suffered and the problem remains active one year after the 1st lockdown. The risk of a continued poor learner experience will make the possible appearance of a COVID generation of young people who misses out on large parts of their education.The EU Stakeholders consultation in 2020 for the digital education plan 2021-2017, where 2700 users took part, reaffirm this: as ""95% of respondents considered the COVID-19 crisis to be a ‘turning point’ for how technology is used in education and training"". All respondents rated teachers' digital skills as the most important component of digital education while students expressed a need for more interaction and guidance from teachers. In addition, age matters regarding the use of digital technologies in teaching as according to Eurostat in 2020 the most working teachers in the EU are over 50 years of age represent 37.9%of the current teaching workforce and are statistically less confident and more fearful of using Digital systems than the younger teachers.These stats were corroborated with the Digital Mentor Power previous Need Analysis carried out by the consortium where 138 teachers, 156 students and 98 parents participated. It showcased that most teachers are not trained to deliver their subject using digital tools while students expressed a need for more interactive and high-quality online classes from teachers and better communication with peers. On the other hand, as outlined by the Education and Training Monitor 2019, graduate teachers want more and better training to face the social challenges and inexperience they are confronted with. Eurydice (2020) finds the collaborative school culture which is characterized by mutual support as a solution to improve novel teachers pedagogical experiece. After conducting deep desktop research, a needs analysis and various meetings and talks with EU schools, The Digital Mentor Power project believed that a new hybrid model of education is emerging with substantial benefits, and therefore teachers need to carry on developing their digital skills to integrate information technology in education as this acceleration of online education will eventually become an integral component of school education. The Erasmus + call for 2021 offers an opportunity to fill the digital gap of European Teachers that are struggling to deliver online classes, and at the same time gives the opportunity to novel teachers to gain visibility and experience by exchanging knowledge in a ""peer learning concept"". In line with the strategic priorities of the Digital Education Action Plan 2021-2017, the Digital Mentor Power Project, will increase the use of digital technologies for teaching and learning and to develop digital skills for all, as teachers act as multipliers by sharing their knowledge with others, being the most direct target groups students and families. By applying to this call, the project will develop a tool that will address the digital Skill gap of EU teachers, the Digital Mentor Power Platform. The Digital Mentor Power Platform will be an innovative tool that will enable experienced teachers (Pedagogical Experts) to learn technological competencies and find new ways to tailor technogology to their specific subject by exchanging knowledge in a ""peer learning"" concept with novel teachers (Digital Mentors) who are skilled in a range of digital skills. In return, Pedagogical experts who receve the digital training will support Digital Mentors with resources and advice rgarding pedagogical and teaching methods.<< Objectives >>The main goal of the Digital Mentor Power Project is to improve the learning process in EU schools by enhancing the digital skills and competences of European Teachers through the development of the Digital Mentor Power Platform: This goal will be reached by: 1) identifying novel teachers who are skilled in a range of digital skills and different digital tools. These participants will be the Digital Mentors who will help experienced teachers to reach a proficient level of digital competence through mentorship training. 2) identifying experienced teachers who need digital training (Pedagogical Experts). This teachers will support their often-unexperienced colleagues with resources and advice regarding pedagogical methods. Thereby, the platform and its growing network of teachers represents a win-win situation for all participants. 3) reach and engage a massive number of school teachers on both sides of the “Digital Skills divide”. This will create a network of teachers who can deliver their subjects online or in class that reach all of their students and keep them engaged with innovative and imaginative activities, regardless of any current or future Covid-19 restrictions.This proposal will present a solution that has been designed to be quickly and easily implemented, effective, transferable and expandable. 4) build a rich database of digital tools and pedagogical resources where PE and DM will be able to select and receive an Individual Master Class from their paired Mentor and vice-versa.5) make use of the available EU tools and incorporate them into the project's result or activities. SELFIE for teachers, Europass , the School Education Gateway and eTwinning will be used to successfully deliver these actions. With the implementation of the Digital Mentor Power project, all the needs previously outlined will be met by following this win-win scenario. The project brings a unique opportunity to foster cooperation within European territories through the channel that builds the project base, digitalization. The implementation of the Digital Mentor Power Platform will ensure transferability as it can also be adapted to other target groups related to education or socio inclusion sectors (such as Higher Education or VET).<< Implementation >>For the accomplishment of the Digital Mentor Power objectives, the consortium will comply with the project plan of activities to be implemented. These can be distributed into 6 groups: 1. Activities that define the management framework of the project and guide the partnership through the timeframe of the project: These are Activities 1 to 7 and are as follows: A1- Project Management System, A2- Management Plan, A3- Evaluation Plan, A4- Total Quality Management Plan, A5- Project Risk Management Plan, A6- Dissemination and Exploitation Plan, A7-Internal Communication Plan.2. Activities that are the building blocks of the dissemination strategy and support the projects' impact by widely informing stakeholders about the activities and the Project Result. These are: A8- Dissemination materials, A9-Project website, A10-Social Media Presence, A11-Animated Infographics, A12- Project logo and corporate image, A13- Project Video, and A14- Update Webinars.3. Activities that summarize and report the project's activities for control and monitoring of the planned successes, these will be: A15-Partner Meeting Minutes, A-16-Project Evaluation Reports, A17- Dissemination Activity Reports, A18- Total Quality Management Repors, A19-Interim Report, and A-20 Final Report. 4. Activities and tasks that will make possible the tangible outcome of the Project Result PR1- Digital Mentor Power Platform, those including research, design, development, programming, coding, tool testing and improvements. 5. Activities to enhance collaboration, face-to-face contact, exchange of good practices, transnationality, and better quality of the project results (The Digital Mentor Power Platform). These will include the 4 Transnational Partner Meetings which will take place in the 4 participaing countries and other planned online meetings in between. 6. Activities to present, explain, disseminate and give visibility to the Project Result: These will be the multiplier events in its onsite and virtual form, including the Mentoring Summits, that will be vital for the testing and improvement of the Digital Mentor Power Platform, and the Final Conference, which gives a unique opportunity to present the Digital Mentor Power Platform to stakeholders that will later make effective use of them.<< Results >>The project presents an effective project result that provides a practical solution for the digital gap of European teachers and the quality their of online classes. This Project Result is the Digital Mentor Power Platform.The Digital Mentor Power Platform will be an innovative tool that will enable experienced teachers (Pedagogical Experts) to learn technological competencies and find new ways to tailor technogology to their specific subject by exchanging knowledge in a ""peer learning"" concept with novel teachers (Digital Mentors) who are skilled in a range of digital skills. In return, Pedagogical experts who receve the digital training will support Digital Mentors with resources and advice rgarding pedagogical and teaching methods. The Digital Mentor Platform will be a place where both Digital Mentors and Pedagogical Experts can register, meet and pair up and will also contain a rich database of digital tools or pedagogical advice where Pedagogical Experts will be able to select and receive an individual Master Class from their paired Mentor and vice-versa. The expected results of the above work of the Digital Mentor Power project and especially of the Project Results the DMP Platform are: 1. A planned strategy built on a pre “Needs Analysis Study” where teachers, students and families from the project’s 3 Partner schools (and the participations of other associated schools), completed a self-assessment process to determine their knowledge and experience but also difficulties they suffered during online teaching, and digital skills possessed, pedagogical knowledge, personal information, and types of activities used and needed. 2.A coherent and systematic methodology to ensure efficient matches between Digital Mentors and Pedagogical Experts by listing their age, gender, teaching subject, language, type of activity to deliver and level of competence.3.A web-based platform planned for effective Cooperation and Exchange of good practices as both target groups will receive training on digital or pedagogical competencies.4.A new generation of experienced teachers who will be proficient in DigCompEdu and therefore will be ready to train in the various stages of the digital education environment. 5.A competent group of new graduate teachers who will learn teaching techniques and methods from Pedagogical Experts while gaining teaching experience. 6.A team of Technologial Geeks who will provide technical support and mentoring to both target groups. 7.An increased employability of DM as they will be seen their experience and network of contacts expanded.8.An increased visibility of the DM as they will get a trusted national or European certification after 20 classes. This certificate will be issued by the participating schools and will be connected to Europass by the certification feature. This certificate will also facilitate the obtention of the European Digital Skills Certificate once created by the EC. 9.An ensured sustainability of the Project results by constantly updating the tool with new software and training the DM’s on those with the help of Technologial Geeks.10.An EU added value as PE’s and DM’s from at least 4 member states will exchange their digital and pedagogical knowledge making the action more effective than if carried out at national or local level. Furthermore, the participation of allñ member states in the Mentoring Summits and the connection to e-twinning platform reinforce EU transnationality. Furthermore, the European Framework for the Digital Competence of Educators will be used to tailor the DMP platform as the proficiency progression and the 6 areas will be part of it.11.A school network as partners will have Disseminated the project results to a massive school network through contacts, social media etc."

<< Background >>The cultural and creative sectors have an important role to play in the continuous transition of our societies, and are at the heart of the creative economy.Since the COVID-19 pandemic hit Europe in spring 2020, the CCS have been among the most negatively affected sectors. The growing relevance of entrepreneurship in the arts and culture sector is closely related to the emergence of the creative industries.Jobs in the creative industries are economic “activities involving cultural creativity and/or innovation” (p. 21). Creative industries are the activities which have their origin in individual creativity, skill and talent and protected by intellectual property, and these industries include advertisement, architecture, art and antiques, crafts, fashion, design, film, performing arts, music, tv and radio, leisure software (video games), and publishing.General objective of CreateUp is to reduce creative unemployed people and offer effective strategies for development of relevant and high-quality skills and competencies.The key target groups are trainers working with creative adults. In 36 months the project aims to empower educators on how to prepare adults for effective creative entrepreneurship in CCI sectors, how to support them and how to link with the CCI employers sustainably<< Objectives >>The partnership has been set up on strong cooperation by organisations from FR,IT,CZ,DK and TR in a cross sectoral way with the specific aims to:-Reduce the number of creative unempoyed people in the society-Foster favourable ecosystems for cultural and creative industries, promoting access to finance, innovation capacity, fair remuneration of authors and creators and cross-sectoral cooperation-Promote the skills needed by cultural and creative sectors, including digital, entrepreneurial, traditional and specialised skills-Test an innovative mentoring programme for CCI employers on how to set-up and support high quality entrepreneurship opportunities with their limited resources-Have creative people in Europe can use to reinforce their creative competences under a perspective of entrepreneurship, that resizes and enhances their professional potential and their personal growth<< Implementation >>CreateUp is designed in an eco-friendly way and will incorporate green practices in all its facets.The consortium will have an environmental-friendly approach when designing the project, which will encourage everyone involved in the project to discuss and learn about environmental issues, reflecting about what can be done at different levels and help organisations and participants come up with alternative, greener ways of implementing project activities.The project will be grounded on 7 work packages which will help to realize the project aims:WP1 Project Management WP2 Development of Output 1WP3 Development of Output 2WP4 Development of Output 3WP5 Dissemination and ExploitationWP 6 Quality control and monitoring WP7 Sustainability<< Results >>Tangible Tangible ResultsO1:Creativity Competence Framework For cultural and creative industriesO2:Self-assessment and recommendation tool for creative entrepreneurshipO3:Open Online Course for educators E1:Multiplier EventIntangible results-More attractive training programmes , in line with individual needs and expectations of educators and creative adults to enhance creative entrepreneurship -Increased the motivational levels of all creative adults-Raised potential of a European ‘creative economy-Regular exchanges of best practices in the field of the economy of the cultural and creative sectors.-Synergies between culture and education with a view to developing creative skills.After the closure of the project,adults will enhance their competence to help young adults a sense of creative entrepreneurship , with a focus on fostering collaborative learning and enhanced creative adult engagement. The certification of the acquired skills will be provided to adult educators

"<< Background >>The Covid-19 crisis has had a huge impact on vocational education and training, as many professional sectors have had to close or slow down their operations due to the various blockades. One of the most affected sectors is the hotel and restaurant industry. Due to all these closures, thousands of young trainees did not have the opportunity to complete their professional internship. Thus, if there was a 22% drop in internships in companies in 2020, it is 50% in the field of catering. This poses real problems to which this project seeks to contribute a concrete response through e-learning methods and virtual reality, thanks to the active participation of two training centers as formal partners.On the other hand, we note that the Erasmus Plus program is focusing more and more on VET project mobilities. There is indeed a growing interest in extending mobility opportunities to vocational and educational training. This requires a preparation, especially linguistic, for which not all training centers are yet equipped, due to a lack of teachers and time.The various virtual reality projects in which some of the partners have participated in the past have confirmed that virtual reality can be an opportunity to allow students to have a first glimpse of the professional experience they need to validate their diplomas, but also to prepare for internships abroad, as well as to have a glimpse of the context in another country where they cannot work directly, by developing their foreign language skills. As the virtual reality environments will be common to the whole consortium, despite some adaptations, the objective of VET VR ACADEMY, using the e-learning platform, will be to allow the creation of activities or presentation of concepts that are difficult to retranscribe in virtual reality, but adaptable in a more classic theoretical e-learning content.This project will develop and test virtual reality environments to fill this need in the field of professional training for students wishing to work in hotels and restaurants, taking into account the cultural differences between countries. They will be able to experience their own national context as well as the context of other partners' countries.<< Objectives >>VET VR ACADEMY, starting from the needs stated above, has set a series of general and specific objectives, which have been developed to meet them. All of the goals are in line with the United Nations Sustainable Development Goals, in particular the fourth goal: ""Ensure access to quality education for all and promote lifelong learning"". UNESCO's Global Coalition for Education COVID-19 proposes a goal within this framework that we fully embrace: ""Help countries mobilize resources and implement innovative and contextually appropriate solutions to deliver distance education, leveraging high-tech, low-tech, and non-tech approaches. ""The Erasmus Plus program follows the same perspective by promoting the use of digital tools in vocational education and training to enhance its attractiveness. In the case of VET VR ACADEMY, we focus on training in catering, to develop the skills of teachers by providing them with innovative and attractive digital training tools. The interest of using ICT is also in a sustainable development perspective. Indeed, we can find in online and virtual teaching practices, even if we have to remain modest because contact with the customer remains essential, some impacts of face-to-face training, while limiting their carbon footprint. The overall objectives of the project are to: - Promote the use of digital tools in vocational education and training and promote new approaches to foster the digital transition.- Strengthen the capacity of VET organizations in the field of digital training.- Enhance the attractiveness of learning in VET through innovative methods and more flexible opportunities.- To develop new ecological approaches through e-learning activities.The specific objectives of the project are to - Address the emerging needs of learners in the food service industry, regardless of age, in response to the impact of the Covid-19 pandemic- Develop the pedagogical framework for new digital tools for VET schools, teachers, and trainers.- Develop new digital tools for VET schools, teachers and trainers.- Provide new hands-on learning opportunities in the wake of the Covid-19 pandemic for VET students for hospitality jobs.- Develop cross-cultural and foreign language skills for VET students in the food service industry.<< Implementation >>To achieve these results, the consortium will implement the following activities- Organisation of 4 transnational meetings to ensure the coordination and management of the project- A European learning activity for VET teachers and educators who will set up the final test phase to familiarize them with the tools to develop and strengthen their digital skills- A curriculum/pedagogical framework that will serve as a basis for the rest of the project- An e-learning platform to complement the virtual reality environments- Virtual reality environments available on consumer headsets- A public test of these results with 25 teachers and 100 learners across Europe - An impact study/policy paper for those who would like to reuse the tools or produce other virtual reality environments with a similar protocol- A dissemination strategy including the following elements: website, 4 newsletters, an infographic, publications on European platforms, making the virtual reality environments available on the download platforms of the chosen manufacturer, etc.<< Results >>The project will develop 4 results: PR1: VR ACADEMY FRAMEWORKThanks to the experience of the partners in the field of virtual reality and vocational training in the hotel and restaurant industry, we will develop a curriculum focused on this working environment, taking into account in particular the tasks performed in the hotel and restaurant industry that can be transferred, for a first practice or to get an overview of the working context abroad, in the digital world. The program will be available in the following languages: French, Spanish, Greek, German and English.PR2: VR ACADEMY ONLINEWe will use an online learning platform, complementary to the virtual environment, to host online lessons complementary to VR. This platform will be designed to prepare and accompany students who will first test and then benefit (after the end of the project) from the virtual environments. It will include language learning elements to enable students to develop their foreign language skills, whether in preparation for internships abroad or not. The results will be available in the following languages: French, Spanish, Greek, German and English.PR3: Development of environmentsThis project outcome, led by Ludus XR, will mainly focus on the technical development and testing of the virtual reality environments, following the development of the curriculum, as well as the content of the e-learning platform. The results will be available in the following languages: French, Spanish, Greek, German and English.PR4: Evaluation Report / Policy Paper / Impact AnalysisOne of the most important parts of the project will be the evaluation, the assessment of the impact through a guidance document that will allow the consortium to have a global perspective of the results and impact of the projects in order to ensure its sustainability. The guidance document will be available in the following languages: French, Spanish, Greek, German and English."