In both developed and emerging countries, the number of people who need care but find themselves far from the health system continues to rise. Whether it is a person living in a medical desert (urban or rural), an elderly person with a loss of autonomy or a young mother who lives in a country with an insufficient health system, the challenge is ultimately the same: how to facilitate access to diagnostics and propose a care strategy compatible with the conditions of isolation of the patient? Our hypothesis is that the deployment of telemedicine tools can provide an effective and inexpensive solution to bring care to the patient when the opposite is not possible. But to develop such innovations we urgently need to train engineers and make them work together. Thus, our objective through this application for an EMDM in telemedicine is to build an international training and mobility program with European academic partners experts in technologies applied to medical engineering.To develop this program, we will start by recruiting university partners and then we will define together the learning objectives as well as the content necessary for this training. Our method will be based on regular meetings with our counterparts to first convince them of the challenge and then on the organization of collective work sessions to agree on the scope of the training and to frame together the mobility of students. In short, we aim to build a joint master's program to meet the challenge of training engineers in innovation applied to telemedicine that humanity will need tomorrow. Before committing to an EMJM application we have chosen a preliminary year of design in the hope of guaranteeing us maximum success afterwards.

The aim is to demonstrate that mediatisation of this Oral Heritage (spoken words, songs, folk tales linked to a « Sense of Place ») by young people can be a new resource for fragile rural mountain areas. One of the main objectives of the project is to formalize in a teaching module the mediation tools experienced during the project, thus facilitating their transmission to any young European wanting to become a mediator of their own heritage. The project seeks to improve the articulation of four stages necessary for mediation: the surveying and geographical reading of the territories, the work of collecting from the inhabitants, the artistic reinterpretation in the form of unusual artistic performances dedicated to the arts of speech, the valorization to residents and tourists alike of these new objects of cultural heritage and tourist attractions to discover.The project is the result of a meeting between three protagonists who, in addition to their trades, seek to pass on their skills to young people. The first strategic partner, pilot of the project is a French cultural actor - the Compagnie des Théatre des Chemins – This Company will play the role of coordinator and booster of innovation. The second partner is a Bulgarian association active in the field of eco-tourism - BAAT (Bulgarian Association for Alternative Tourism's) – BAAT will guarantee the concrete transformations induced by the project in social and economic realities. Finally, the third partner is specialized in the field of training and research on Heritage – CERMOSEM. It is a branch of the University of Grenoble Alpes, located in Ardèche – CERMOSEM will play a role of in-appraiser, that is to say, to have a reflexive look on all the actions undertaken in course of the project.The project meets different needs. Its goal is to develop new Heritage and Cultural mediation methods based on the meeting with the inhabitants of these territories (inter-generational and citizen meetings); to keep young people in rural areas by strengthening their ties of attachment to their territory and especially by encouraging them to be entrepreneurs in the territories through the development of their Cultural Heritage. It is also a question of accompanying a transition of tourism practices to make them less consumer-based and more contributing to the structuring of territories and their social and cultural fabric. The mediation of Oral Heritage, worked and seized by young people is one of the ways to overcome these various needs.In order to work with the formal and informal skills of each and everyone, two intellectual productions mobilizing each of the partners are planned: The establishment of a corpus of spoken words of inhabitants, stories, songs, folk tales and the creation of an intercultural trading platform. The aim is togathering actors : young mediators, local authorities, artist, touristic actors, who could mobilize this corpus in order to increase the value of their region : “oral heritage collection and intercultural trading platform” (n°1). The second intellectual production is the creation of a training module for young people enrolled in formal and informal education (No. 2). Those training module will be created upon the training provided during the project which have a part of experimental way. The originality is that the young can immerge themselves in the process of a shared creation with professional artists and take part of the final artistic performance with an audience. Thus, two international trainings workshops are planned in France and Bulgaria 32 young French and Bulgarians. These mixed groups will mix young people from university-level education and more self-taught young people with more entrepreneurial profiles, however, with the same interest: to become mediators of the European Cultural Heritage. The bi-national dimension of the project is indispensable: whether it is collections of words spoken by French people in Bulgarian territories, or conversely collections of Bulgarian words in French territories, this is a way of experiencing the mediations that the project itself seeks to implement and validate between tourists and inhabitants. The partnership has chosen to restrict itself to a bi-national dimension given the exploratory nature and the complexity induced by the theme of orality (stakes on larger translations). However, to ensure the transferability of the module and tools to European territories, not necessarily located in the Mediterranean hinterland (case of the first 2 territories of experimentation), a third training workshop based on a shared creation will be prepared in a new territory (in Savoie or Northern Italy) with young people from a third country, Italy. This last experiment will accompany an international and inter-generational seminar where the crossed results of the different intellectual productions will be presented.

"The NetRaw project, Network for Rural Active Women, aims to create, develop and provide access to training, capitalisation and support resources for women living in Mediterranean rural areas (Spain, Greece, France). Indeed, the profound changes in these areas have transformed gender relations and modified urban/rural relations. The NetRAW project and its 4 partners, Cermosem: Campus rural de l'Université Grenoble Alpes (Ardèche, France), the association Grains d'Ici (Ardèche, France), Resilience Earth (Olot, Spain), the Ergani centre (Thessaloniki, Greece) have therefore questioned during 3 years the place of women in these territories and their visibility. More precisely, the core concern of this network was to change the way rural women are considered by collectively working on key objectives : to fight against stereotypes, to propose answers to their needs for skills acquisition, to empower them, to promote their activities, to create shared learning on the media. The collective working approach has adopted the principle of the shared and collaborative construction of all research, training and mediation productions. Their desire to give women access to lifelong learning resulted in the setting up of two training sessions offered to 35 women from the partners' rural territories. Their questioning resulted in the production of resources (non-digital and digital) for women and those involved in support and territorial development, all in 4 languages. In particular, they produced 3 magazines, the PLIs, featuring portraits of women; a web documentary to address, in an interactive way, gender stereotypes and rurality; a photo exhibition to compare portraits of local rural women entrepreneurs; a research based on a corpus of written press articles which confirmed the hypothesis of the invisibility of women's place in the media; the creation of a digital educational resource, i.e., the MOOC ""Women and rural territories in Europe"", available on the ""fun-mooc"" platform, which responds to the need for access to academic and professional knowledge on the subject. Finally, their latest production is the creation of a resource and networking platform for European rural women: the ""rural women's living lab"". These numerous resources created, accessible free of charge, will enable women in rural Europe to train, exchange, share and undertake collectively. Finally, they contribute to changing the way women living in rural territories are considered."

CONTEXT OF THE PROJECTThe Language Industry has been continuously growing for the last 10 years, currently being one of the more robust economic sectors with an 11% estimated growth for 2020. Great technological and skill developments have taken place along this growth in the private sector that have outpaced the translation training proposals at Higher Education institutions despite considerable efforts to the contrary by scholars. The Translation Studies community, in the meantime, has adopted a research-based pedagogic agenda to inform translators' training and education with the latest advances in empirical investigations on the translation process. In this context, we find disperse training needs and solutions that evidence a clear gap between industry and academia, impeding quick, quality, inclusive responses to current challenges. While this by now proverbial gap has been one of the warhorses in university translation schools, it is to this day that the academic community has excelled in identifying the main issues with limited success in providing solutions.OBJECTIVESThe main objective of this project, therefore, is to develop an innovative, inclusive training model taking the most of technological advances to provide a new, industry-oriented and research-based quality qualification. This objective will be achieved by successfully attaining secondary objectives, including designing an open, flexible online course in response to the gaps and requisites identified in online training as a result of the pandemic and creating learning resources enabling autonomous use. These actions will also lead to a second major objective, creating synergies and knowledge/transfer links between the university and the private sector by introducing modular, flexible and autonomous learning strategies.PARTICIPANTS NUMBER AND PROFILEThere are four participants including two academic institutions (UVa and UGA), an LSP company (Hermes) and a technological institute (CTI). The profiles of participants as experts in translation and Language Industry research, teaching, technology and professional practice respond to the multidisciplinary and transnational requirements of an ambitious project that otherwise could not meet the established aims and objectives.ACTIVITIESThe project development consists of 16 Work Packages including project design, management and evaluation and all the activities conducive to the achievement of the two Intellectual Outputs, which will be propagated according to a detailed dissemination plan.METHODOLOGYThe project follows an inductive methodology formulating a proposed solution structured around clearly set objectives. These aims then cascade according to work packages sequencing including tasks and activities assigned to the different working teams (partners) as per their field of expertise and know-how. The project management is based on an AGILE method, where the working packages, assessment loops and inter-teams feedback iterations are arranged in a way that every team makes the most out of the others´ output in this most efficient possible way.RESULTSThe results include responding to the current training proposals at Higher Education institutions falling short to provide language industry-relevant learning experiences and developing a modular training and education model further articulated as an online course. These results are materialized in the form of an an open access learning handbook. The online course proposed will be developed and implemented in a virtual environment, together with its materials and activities, which will be open access resources in order to ensure the modular, autonomous learning experience of participants is structured and relevant. With regards to non-tangible results, this project introduces a paradigm shift in university and professional training that will contribute to a better mutual needs understanding, thus contributing to bridging the gap between industry and academia, as well as introducing new, more resilient methodologies of trianing and performance assessment in the face of social challenges.IMPACTThe project improves students employability and professional performance, which has a direct impact on the industry. It also generates critical thinking and autonomous self-training strategies, which is essential for life-long learning and recommended by the guidelines of the EHES. The project also has a critical impact on accessibility, lowering entry barriers to a booming industry for those who cannot access current qualification opportunities either for personal, economic, geographic or any other reason derived from the COVID-19 pandemic.LONG TERM BENEFITSBeyond the immediate benefits, the project puts forward an innovative use of technology as applied to professional training and knowledge transfer. Also, the project entails a valuable training paradigm shift: from a linear, pre-ordered sequence of discrete units, to flexible modules.

The main objective of the Mooc2move international partnership has been to develop language-learning material, helping students on the move to better integrate a French or a Spanish University. Two 6-week MOOCs (one for each language) were designed, tested and implemented three times.These MOOCs put the stress on a “learning how to learn” approach. They contain an important number of video clips, most of them filmed in academic context and conveying methodological advice. As MOOCs have the disadvantage of only being available for a relatively short period of time, the videos and some pedagogical scenarios have been made available in free access as Open Educational Resources (OER).These OER are classified according to the six topics addressed in each MOOC (for example “Interpreting figures”, “Doing a presentation”, “Documenting and quoting”, etc.) and made available for teachers of French or Spanish who will be able to freely integrate them into their lectures. Advice is given in scenarios and in a pedagogical guide on the project site (http://www.mooc2move.eu/oer.php). Autonomous students will also be able to take advantage of these OER.The project has also organized two Scientific Conferences about MOOCs and language learning. The proceedings (33 selected papers) are stored on a scientific site, https://hal.archives-ouvertes.fr/M2M/The project lasted 32 months. The intellectual productions carried out are as follows: IO1: French Academic Language MOOC, consisting of 6 modules of one week each. The pilot was run in Spring 2020, the first session in October-November 2020 and the second in April-May 2021IO2: Spanish Academic Language MOOC, consisting of 6 modules of one week each.The pilot was run in Spring 2020, the first session in October-November 2020 and the second in April-May 2021IO3: French academic discourse OER (Open Educational Resources), available on the portal websiteIO4: Spanish academic discourse OER (Open Educational Resources), available on the portal websiteIO5: Pedagogical Guide for integrating MOOCs and OERIO6: Quadrilingual portal website (French, Spanish, Italian, English) for teaching languages with MOOCs or parts of MOOCs (http://www.mooc2move.eu/) IO7: Edited, peer-reviewed volume about LMOOCs, freely accessible on HAL platform (https://hal.archives-ouvertes.fr/M2M/)The dissemination plan has been based on the creation of a website (http://mooc2move.eu), the fulfilment of two international scientific conferences, relating calls for papers, online publication of the conference proceedings, and dissemination of project activities through the newsletters, the Internet and social media, as well as presenting the different outcomes of the project at several events. The partnership included the following institutions:*University of Grenoble Alpes, with the support of its Centre Universitaire d’Etudes Françaises, promoter and activity-leading organisation of IO1 with the tasks of creating the French MOOC and collaborating in preparing the Pedagogical guide for integrating MOOCs and OER. Also co-leader of the IO7.*The Open University, responsible of the organization of the first international conference of the project, activity-leading organisation of IO2, with the task of creating the Spanish MOOC, and of IO7 with the task of editing all the selected research papers obtained as result of the two scientific conferences.*The University of Bucharest, activity-leading organisation of IO3, with the tasks of testing and evaluating the MOOC in French and creating OER in French.*The University of Alicante, activity-leading organisation of IO4, with the tasks of testing and evaluating the MOOC in Spanish and creating OER in Spanish.*The University of Leon, activity-leading organisation of IO5 and responsible for managing the quality monitoring of the work, organizing the monitoring, evaluation, self-evaluation of all work carried out for this project.*Federazione Nazionale Insegnanti Centro di iniziativa per l’Europa (FENICE), activity-leading organisation of IO6, with the tasks of designing and implementing the portal, managing the dissemination and organizing the second international conference of the project..