<< Background >>A wide and inclusive access to digital learning, and the challenges it raises for the educational system, is a key topic in contemporary society, as demonstrated by the recent Covid-19 lockdown that forcefully led to a large adoption of remote learning and “Emergency Remote Education” (ERE). The capacity of providing a timely and effective strategy for emergency situations – such as the school closure due to the pandemic – strengthening the resilience of both teachers and students cannot rely only on “emergency responses” but requires a systemic and integrated approach involving all the digital learning. Recent data show indeed that the success or failure of digital learning, and distance learning in particular, depends on the intertwining of several factors, including teaching and technological skills of teachers, the availability of technologies and environments, family status and the role of evaluation in teaching and learning processes.Additionally, the lack of competence in lessons’ design for digital context and in supporting student’s motivation and self-regulation learning (SRL) at a distance was one the main hurdles faced by teachers. SRL means to make students aware of their learning processes and autonomous to plan them, which is crucial in general and particularly when using ICT for learning.Moreover, teachers’ ICT skills for educational purposes are one of the highest professional development needed, since only a low percentage of teachers regularly used ICT for projects or classwork before the pandemic. Furthermore, from the teacher's perspective, during the lockdown period a proper model for digital teaching and learning (including tools and methods) was missing to accompany teachers in their work, applicable either in the daily school life as well as in emergency context.From students’ perspective, the physical closure of schools led to a learning loss experience, mainly due to less time spent in learning, stress and anxiety that affected student’s ability to concentrate, and less motivation to engage in learning activities due to the lack of face-to-face contact. The main issues experienced were related to the inability to manage their learning. The learning loss was dramatic, that is on average between 0.82 and 2.3% per week. Thus, to lead students to be more strategic and successful, it is crucial to adopt an educational model, supporting the SRL, for an effective and inclusive digital learning also in emergency situations.<< Objectives >>SuperRED aims at increasing the overall quality of the education system, while offering methodologies and tools effectively adaptable to local contexts where the knowledge is co-designed through the stimulation of reflective practices. SuperRED will aim to:increase student’s levels of autonomy in the management of learning processes through innovative digital tools to improve motivation and involvement, and to preserve the inclusive nature of learning opportunities; provide an educational training for teachers on the themes of effective remote teaching/blended learning, in order to develop digital competences on learning design and to ensure high quality inclusive digital education, thus empowering teachers to face new emergencies to be achieved through a serious-game-based approach.These objectives will contribute to increasing the digital readiness of the learning ecosystem to manage an effective shift towards digital education, and fostering teachers’ and students’ resilience to tackle unplanned events.<< Implementation >>SuperRED results will be implemented through the following activities:A design Framework for effective and inclusive digital learning, with a focus on distance learning, for investigating the context with a literature review and exploring the needs of teachers in terms of remote/blended teaching, learning design and SRL, and students’ needs in terms of SRL.Other tangible results will be the digital tools: the tool for Learning Design for teachers and the educational app addressing students' SRL. The development of educational scenarios based on collaborative learning aimed at developing student’s SR competences. Both researchers and teachers will be involved in the co-design of the educational scenarios - based on the use of the digital tools developed - and in the subsequent test phase in group-based classroom activities. The on-field validation of this approach, together with the guidelines, through two distinct pilot phases in each of the three partner schools in order to ensure replicability and adaptation of the SuperRED approach to other contexts.Moreover, the project outcomes will be shared and promoted more widely amongst academics, policy makers and other stakeholders which will in turn also contribute to the longer sustainability of the resources.At the end of the project a SuperRED Toolkit will be released - encompassing methodologies, tools and best-practices developed - to foster the replicability and transferability of this approach to other contexts.A final Book will be also produced to contribute to the sharing and promotion of results , addressing researchers, teachers and educational experts.<< Results >>SuperRED is expected to achieve the following results:A greater awareness, in learning design and teaching, of students’ needs for remote/blended learning: teachers will acquire skills for teaching and will be able to carry on the concept of learning design as a component of their professional practice using the tools specifically developed in SuperRED.An increased autonomy of students in terms of their learning, due to an improvement of their self-regulation ability also in challenging situations and to improve their digital competence for educational purposes.An improvement of student’s digital competence for educational purposes, shifting the approach from a mere ludic perception of technologies to a more studied oriented use.An overall improvement of the educational quality through the offer of methodologies and tools adaptable to local contexts to promote student’s competence, where the knowledge is co-designed through the stimulation of reflective practices also to foster the inclusion of more vulnerable subjects.

"Technological advances have affected many areas of our lives: the way we communicate, collaborate, learn, and, of course, teach. But what does being a 21st-century teacher really mean and what and how has educational environment changed, students changed? Whilst collaboration between teachers and students, students and teachers is much talked about and known, the collaboration between students and students and teachers and teachers to change the role from the passive students to active, on collaboration centered activities, is quite poorly understood. Where is the balance between using handouts and worksheets and using ICT at the lessons? How much does teacher speak at the lesson and what about students? Is the teacher still the main manager (leader) at the lesson? What should be changed at the lessons? How to help teachers to improve their lessons? What is needed to support the teacher (courses, experience, advice, examples)? The answers to these questions were found by working together on the project ""ICT in Active Learning & Teaching-Inspiring, Challenging, Terrific"".Project aim: An aim of the project is to facilitate a better understanding of how students can better work together to improve their well-being, how teachers can better work together to improve their teaching skills with the use of ICT at the lessons and how to organize the lessons more active and modern where the role of the teacher has changed from the leader to the adviser. There were 7 countries participating in the project: Latvia, Turkey, Poland, Belgium, the Netherlands, Italy and Portugal.Profile of schools:1.The schools have a common understanding of modern teaching, there are regularly organized observing and analyzing of the lessons. 2.Classrooms are equipped with modern technology (computers, computer rooms, projectors, interactive whiteboards, document cameras, voting devices, tablets, laptops), most of teachers have the necessary skills to work with them. 3.School promotes cooperation between students and teachers: learning group of teachers, the weekly consultation training for teachers, student council, school board, etc. 4. There are students aged 12-16.To understand what, exactly, are needs for our schools, there was organized a research among all partner schools, teachers and students. The main objective of the research was to understand the strengths and weaknesses of the learning process and the attitude to use of ICT at the lessons. 89% of students mentioned that they would like to have more active lessons, more games, more common work (work in groups), no lectures, more use of ICT. About the attitude to the use of ICT among teachers- 53% gave the positive answer, 42% answered that they would like to use it, but they are lack of knowledge, and just 5% are not ready to change anything (waste of time) or they are too old. The Project length- 36 months.Main activities:STUDENTS 1. Logo online competition.2. Research of use of ICT and motivation.3. Team-building course.4. ICT course.5. Work at the conferences (ICT, science).6. Organizing workshops.7. Work at the learning groups.8. Video tutorials.9. Creating video about the country, city, school.10. Taking part at the Olympiad.TEACHERS1. Researches at the beginning and at the end of the project.2. ICT course (collaborative tools, tools for formative assessment, virtual reality).3. Learning course (the structure of the lesson, learning outcomes, formative assessment, collaboration, differentiation)4. Learning groups at schools.5. Planning the lessons, organizing analyze. 6. ICT program.7. Materials for the international Olympiad.8. Presentations9. Online lessons.10. Regional Olympiad. There were organized 3 Regional language online Olympiads. They were organized as online Olympiads.11. Regional conferences.There were organized 4 Regional conferences (creative work, use of ICT, planning lessons).Results and input.1. E-book with the descriptions of the most popular tools and ICT program. There is the description of the tools, information for teachers to work with the tool. https://en.calameo.com/read/0056384825f56a503de832. International Olympiad where students worked in the mixed groups to solve the problem.3. Presentations of the project work.4. E Twinning project to disseminate the results of the project. 5. Teachers participated at 4 learning courses, learnt to collaborate, planned the lessons, work with the ICT. 6. Students' created videos to introduce with their school, city, country.7. Information about the project- web page articles.8. Video of the math lesson and observation tool."