European third level education is characterized by the huge phenomenon of student mobility, which is bound to increase exponentially as market globalization and internationalization of education become more and more established. Students on mobility programmes usually have a B1/B2 level of language competence and they enrol in courses where they are required to negotiate the considerable difficulties of academic language and also organize learning autonomously and independently. However competences necessary for everyday standard use of a language differ considerably from those required for communication in academic contexts. The MOVE-ME project aims to develop a learning path specifically designed for students in mobility programmes and aimed at the development of language fluency for communication in academic contexts, supporting learners in the acquisition of the competences and skills necessary for decoding expository texts relating to specific disciplines, developing the ability to produce various types of oral/written academic texts.ObjectivesThe primary objective of the project is to facilitate the integration of students in academic mobility , enhancing their ability to function in academic and specialized contexts and developing their ability of learning to learn. In particular:• Increase students’ awareness of the language learning process and knowing how to use effective learning strategies;• Increase students’ understanding of written and oral expository texts relating to academic disciplines ;• Improve the quality of oral and written expository texts produced by students and relating to academic disciplines;• Improve students’ performance at oral and written exams in L2;• Provide specific guidelines and a syllabus for the creation of MOOCs for languages for academic purposes;• Provide specific guidelines for the evaluation of language MOOCs;• Create OERs which support autonomous and independent learning;• Develop a website which will host all OERs created during the project.Project steps• Reviewing “the state of the art” about the use of MOOCs in language learning• Planning, development and creation of MOOCs and OERs• Pilot Phase (Delivery and evaluation of the two MOOCs)• Impact and dissemination actions• Creating guidesMethodologyWe intend to exploit the opportunities afforded by Massive Online Open Courses to facilitate the integration of all students participating in mobility programmes and increase their prospects for personal growth, employment, social inclusion and active citizenship. Results and expected impactAt different levels (local, regional, national and European), the partnership is expecting a truly significant impact:A local and regional level: promote the integration of incoming students with positive consequences for society and the economy.At national level: promote and support the development of a multilingual and dynamic workforce, and with a high level of intercultural competence, able to enter the job market and communicate easily in a foreign language in specific contexts.At European level: support student mobility programmes , develop and strengthen multilingualism among European citizens, in accordance with European language policies and the need felt by the citizens to know at least two languages in addition to their mother tongue. At international level: widen the target groups exponentially, reaching a global audience through MOOCs , OERs and website. The institutions involved have exchange agreements with important countries such as China , Brazil , the United States , whose students will need to improve their specialist language skills in order to participate in exchange programmes and can therefore make use of the tools provided by this project .The project will deliver benefits that will endure over time thanks to the creation of an online repository of OERs, templates and guidelines for reuse with different languages and in different contexts. The MOOCs will remain available for future delivery by the partner organizations and have the potential to become a milestone in students’ preparation in view of mobility exchanges.

<< Background >>Each year, thanks to the Erasmus programme, thousands of students in Europe make part of their studies in another country using a second language they know with a proficiency level B1 / B2. As many studies on the subject have shown, skills needed for using common and general language differ from the skills and knowledge required for communication in academic contexts. This can have a negative impact on the completion of a cycle of study and on learners’ ability to improve language skills in the long term. Supporting student’s success on academic path contributes to Sustainable Development Goal 4 - Quality Education -, which significantly contributes to the development of the remaining objectives, especially 16 - Peace and justice. Learning a foreign language is a powerful way to develop positive values that lead to a more multicultural and peaceful society. The LMOOC4Slav project proposes the creation of a learning path to meet these objectives and promote the academic success of mobility students, having as its target audience, although not exclusively, Slavic-speaking students learning Romance languages, specifically Italian and Portuguese.Slavic languages are spoken by over 315 million people living in Eastern, Central Eastern and Balkan Europe, as well as by a large group of immigrants around the world. (see https://www.britannica.com/topic/Slavic-languages ) and the learning of a Romance language by Slavic speakers presents several difficulties, including, for some Slavic languages, the need to acquire a different writing system. Furthermore, unlike for other languages, not much work has been done in the context of producing innovative and open access quality pedagogical resources and materials for teaching Italian and Portuguese for academic purposes.The project aims at the integration and success of university mobility students through the creation of a pedagogical proposal and materials that allow the development of their oral and written comprehension and expression skills, based on the variety of genres, registers and language domain in academic discourse (e.g. note-taking, reading of specialised texts, writing comments, essays, among others, oral presentations). Bearing this in mind, the Project proposes 2 MOOCs, 1 for Italian and 1 for Portuguese, organised into 6 modules that provide the student access to authentic academic situations as well as learning tools to enhance his/her ability to learn how to learn. These MOOCs are designed for self-paced and independent study and may be attended while studying abroad or before departure, aiming at providing students with the needed tools to succeed. So, each module is organized around a topic developed on the basis of a pedagogical path for which multimedia material, downloadable documents, activities and exercises are provided. Students will perform both individual and collaborative tasks, will be asked to perform several exercises with self or peer correction, and will have a test at the end of each module.On the other side, Italian and Portuguese language teachers in Slavic-speaking countries need specific tools to facilitate learning of academic language and to teach learners strategies that help them to develop autonomy, in particular cognitive and metacognitive strategies. The project is also intended as a support to them, as it provides for the creation by three universities in Eastern countries of a repertoire of Open Educational Resources useful for learning Italian and Portuguese using an audio-visual approach, allowing reflection on linguistic elements, as well as on kinaesthetic and socio-cultural characteristics of the academic environment. The development of this Project will also lead to the achievement of two relevant results. In fact, on the one hand, a step further in the process of European unification is promoted, and on the other, exchanges with Slavic-speaking countries outside the EU are increased.<< Objectives >>The project aims at creating a learning path, which will facilitate the development of linguistic fluency in academic contexts, supporting the university student in acquiring this fluency by proposing him methods and support in applying these methods. This “learning how to learn” approach is assumed to be both multidisciplinary (the project will concentrate on methods which can be applied in many domains, like note-taking, performing a short oral presentation supported by slides, interpreting figures, writing a summary, etc.), and more effective than just giving exercises.Considering the linguistic difficulties of Slavic university students when learning Portuguese and Italian, the project proposes some solutions for those difficulties, while facilitating the development of linguistic skills in academic contexts. Our Slavic partners will make a list of problems their students face when learning Portuguese and Italian and all the organization and the activities of the MOOC will aim to solve them. On the other hand, our partners will monitor the realization of the MOOC and will also prepare a group of OER that will be used by both students and teachers of these languages. This kind of resources will allow students to develop, at their own pace, their language skills, as well as stimulate learning autonomy.Since Slavic languages include West Slavic and South Slavic to facilitate learning by students belonging to one of these language families, some activities of the MOOCs will be developed in two different versions.Through the creation of MOOCs, OERs, the portal and their free use the impact will be very substantial, considering also the presence of five Universities with their large contacts and exchange agreements with many countries.The project is also intended as a support to teachers of Italian L2 and Portuguese L2 as it provides for the creation respectively in the University of Perugia for Italian language and in the University of Porto for the Portuguese of repositories of OERs useful for learning Italian and Portuguese using an audio-visual approach.Therefore, the most relevant priorities to which the project refers are: 1.Stimulating innovative learning and teaching practices using digital devices and content; offer educational models to modernize and internationalize the higher education system as well as to place European training experiences on the global training scene through open and mass online courses (MOOC).2.Addressing digital transformation through development of digital readiness, resilience and capacity, through the achievement of higher mastery levels in specific domains of use, can move with skill and ease in the study sector and subsequently in the work sector, having acquired knowledge and strategies to improve autonomous one’s linguistic competence in L2. This objective, in addition to being consistent with European linguistic policies and the objectives of the Europe 2030 strategy, responds to the needs expressed by citizens, as shown by the results of the “Eurobarometer” statistical survey<< Implementation >>The project will centre around the production of two MOOCs (one for Italian, another one for Portuguese) in order to make them accessible to the largest number of students on the move. They will be designed for self-study, to make them accessible even while attending other language courses or while studying abroad. The development of language skills will take place together with the acquisition of the ability to learn how to learn. This will allow students to acquire greater autonomy in learning, which in turn leads to better results and lays the foundation for lifelong learning of other languages.Since Slavic languages include West Slavic and South Slavic to facilitate learning by students belonging to one of these language families, some activities of the MOOCs will be developed in two different versions.In addition, the project foresees the creation of two types of OER, those for language teachers, and those for students. The audio and video files and the written texts will be downloadable OER available to distance students and teachers who can freely include them in their courses. OERs will be completed by a series of pedagogical scenarios adapted to the needs of self-study students and tutored learning. The OERs will be available on the project portal as link to the OER repositories created in the platforms of the University of Perugia (for Italian language) and Porto (for Portuguese).The project will also include the creation of a pedagogical guide containing a detailed description of both MOOCs and the OERs, with specific instructions for each language (Portuguese, Italian).The dissemination plan will include the realization of two international scientific conferences, with relating Call for papers, the publication of an e-book with the conference proceedings, publications in relevant journals, three newsletters written in three languages (EN-IT-PT) and dissemination via internet and social media.<< Results >>The project, with duration of 30 months, will produce the following results :1)Italian Academic Language MOOC, consisting of 6 modules each and addressing the specific language needs of the target group specified above2)Portuguese Academic Language MOOC, consisting of 6 modules each and addressing the specific language needs of the target group specified above3)Italian academic discourse OERs (Open educational Resources) consisting of audio and video materials and written texts on academic topics related to different disciplinary fields4)Portuguese academic discourse OERs consisting of audio and video materials and written texts on academic topics related to different disciplinary fields5)A pedagogical Guide for integrating MOOCs and OERs 6)Portal for teaching languages with MOOCs and OERs with the function of an integrated and customizable learning environment to be used by recipients to organize and manage language-learning scenarios based on the OERs7)Edited, peer-reviewed volume containing a selection of the research papers written by international Conferences participants about LMOOCs for social and geographical mobility, including the efficiency of LMOOC both as self-learning tools and as part of a tutored pedagogical scenario, and the comparison of this approach with others.In close correlation with these outputs and within the scope of its development, the project also aims at the following expected results:•Development of an innovative approach to language for academic contexts.•Development of quality and open resources for language teaching and learning in an academic mobility context.•Creation of an integrated and customizable learning environment to be used by recipients to organize and manage language-learning scenarios based on the OER available at the project Portal.•To make the most of the resources created allowing their reuse in different learning environments and according to the needs and interests of their users.•Promotion of language professionals’ network in Europe at different levels.•Allowing access to quality resources for the training and/or support of the training of thousands of students.•Increased opportunities for successful student’s mobility and future job prospects within the main target group.•Enabling thousands of students and teachers worldwide to know and use the Project outputs. •Promote access to language learning for people potentially excluded or at risk of exclusion for socio-cultural or economic reasons.•Enhance the value of multilingual and multicultural environments.•To raise awareness about the diversity of European languages.•To contribute to the development of research in language didactics.•To implement practices, resources and tools that contribute to the advancement of open education in Europe.•Availability of the outputs in an open-source repository beyond the duration of the Project.•To discuss and validate the findings and the outcomes of the Project in national and international academic settings.•Follow-up of the methodology used in other contexts whether similar or differentiated.

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..