This is a Strategic partnership project between Nome vocational college, Norway (mostly called Nome throughout the application), TKNIKA, Spain and Riveria, Finland.The project has the overall goal to change the way vocational education and training supports VET pupils learning by introducing VR and VR-games as teaching methods. Since pupils success at schools depends on accomplished teachers, our focus in this project is VET-teachers and how a group of early adopters can collaborate, develop and exchange knowledge on best practice when introducing Virtual Reality (VR) Educational Technology (Ed Tech) as a supplement to traditional teaching with books and other flat screens. This project is about how a group of approximately 20 teachers during guidance over about two years explore Ed Tech and then also develop guidelines, or a manual, for other VET Teachers in general on how to check relevance when presented for VR software. It will also explore how teachers should plan, conduct and evaluate VET lessons that include VR sessions for the pupils. Finally the project will also present a list of VR games with relevance for different subjects, so that non experienced VET Teachers get a starting kit and a guide for how to introduce VR in their teaching. This relevance will be presented in English, Spanish, Finnish and Norwegian so that it can be shared with Teachers in many countries. If it is a success it might be translated into all EU-languages.There are no requirements that teachers should know anything about VR before they join the project. This is meant for beginners so they will have a good understanding of what other VET teachers may wonder about when it comes to VR. Professors and Ed Tech experts will be invited to the workshops to give lessons on relevant topics, and some of them have already initiated that they are interested. The project has a main focus on how to make things work practically for both teachers and pupils. However, theory on pedagogy, motivational psychology and neuroscience is also a part of this way of taking classroom teaching closer to what the students face in reality. While the real world is three dimensional, traditional class room teaching is based on two dimensional flat screens or flat papers. The difference in experience for the pupil can be compared with the difference between watching a movie and actually walk into the story and interact in the plot. This digital reality is simulation reality, either it is anatomy and physiology in humans, it can be about how to drive big forestry machines, how to prevent or handle risky situations when working with electricity or it can be like walking into geometry when learning that in mathematics. The interaction between human and machine may be very different between different games, and we guess that teachers need to learn what the VR Ed Tech can offer. We think this is comparable with gaming except from that the software content and actions has to do with situations or subjects, like Health Care, Constructions, Forestry or Milling and Turning. Our goal is to let VET Teachers test VR in their own VET classrooms/workshops and then exchange experiences with their partners in this project. So, they will, during the project period, develop some common guidelines for best practice for VET Teachers in general about 1) Checking if VR is relevant, and if so 2) present a guide for inexperienced VET Teachers about how to plan, do and evaluate VET lessons with VR.Students on different levels of higher education will be invited to use parts of this as fieldwork or parts of their grades. This project will most likely be a subject of study for both technical and pedagogical students.The project will end in an international conference on VR in VET education. This conference will be held in the Vestfold and Telemark region in Norway.

The Project FinGerBel - Finding New Skills and Sharing Good Practices aims mainly at developing a strong relationship between the partner schools Riveria (FI) BBS Basgeige (DE) and Bernardusscholen 6 ( BE) while encouraging students to experience the challenges of teamwork, improve their communication and multicultural skills. English was the main language of the project. MAIN OBJECTIVES OF THE PROJECT 1- Encouraging students and teachers to take part in partnership projects All the partner schools aimed at increasing the involvement level of students and teachers in international projects. Individual student mobility has great impact on the skills on a personal level. However, taking part in strategic partnership projects brings added value to all the partner schools and raises the activity level of international operations within the organisations. It brings improvement to the teaching and learning processes, also to the environments mostly through the sharing of good practices. The project included 8 activities of short-term exchange of student groups and 3 short-term joint staff training events.The events had to be rescheduled we even included the virtual meeting option from the very beginning of the Project. - Students developed communication and social skills using their existing vocational skills in HAAS Tech machinery and and other mechanical technology. - During the project the participant teachers shared and improved their pedagogical skills. - During the Project the teachers and other involved staff developed their skills in Partnership Projects. 2- Boosting the digital skills of the participating students and teachers. The students and the teachers boosted their skills in communication and use of digital technology. During their activities they documented their work using photos and videos, and shared them on Facebook and other social media. Social skills and intercultural awareness of the participants improved. The students got basic knowledge about the Finnish, Flemish and German languages of the three partner countries. Improving communication skills of the students on vocational and cultural levels is necessary for the lifelong learning of every individual. 3- On European level, the participants acquired knowledge about the industry (metal and machinery) and the job opportunities in the partner countries. MAIN EVENTS - The first conference combined with exchange of student groups took place in Goslar, Germany. - The final conference (dissemination event) combined with exchange of student groups in Joesnuu, took place in march. Together with participants from every partner country, students and teachers. This even was right before Europe locked down for COVID-19. The students learned new practices in machining technology and HAAS Tech in specific, also the teachers exchanged good pedagogical practices and experienced and tested the capability of their students within multicultural environments. The project included short-term exchanges of student groups as activities, where a group of 5 students from every partner traveled to a partner country. Prior to travel, all the groups communicated and shared information using Skype/Teams for online meetings, different file sharing platforms for sharing documents and social media for non-formal communication. - One of the outputs of every activity was the design and later machining (or hand crafting) of a different metallic parts that the students started working on already before the exchange. The different parts/modules together formed complete items. - The students got familiar with professional terminology and common phrases in different languages English also in Flemish, Finnish and German. One of the most influential factors was the family-stays that was organised by the hosting partners. - Prior to every exchange, the chosen students were given preparatory training. - In addition to the above the activities also included cultural programmes. The project was disseminated on Facebook pages of every school by the name FinGerBel. In spring 2020 the three Partners agreed to transfer the Project to eTwinning and disseminate the results on Twinspace. The outcome was the https://twinspace.etwinning.net/116164

The 3D Robo Challenge project mainly aimed to develop a strong relationship between the three partners Lycée polyvalent Louis de Cormontaigne, Metz (FR), North Karelia College, Joensuu (FI) and Institut Esteve Terradas i Illa, Barcelona (ES) while encouraging students to meet the challenges of teamwork, improve their English language skills, learn new practices in the field of flight.In total, nearly 100 students took part in the 3DRoboChallenge activities as a host or guest. The number of teachers and management staff who took part in the project at different levels of involvement is around 30.During the learning activities, groups of students traveled to partner countries and actively participated in small group activities (6 students). Nationalities were mixed in the groups in order to promote communication in English.The meetings always started with fun activities at the beginning of the week (such as an escape game) which allowed the students to get to know each other and to start communicating by breaking the ice.The groups worked on mini-projects that made it possible to implement 3D printing, the assembly of small robots and the programming of their functions using electronic boards like Arduino Uno. The students documented their activities on the websites of the partner schools rather than on Facebook (they are not naturally users of this platform).Students were able to participate in various group activities to deepen their knowledge of partner countries and cultures, as well as school and studies.They were able to make strong contacts thanks to this way of working in small groups.In each region where the partner schools are located, there have been events in which the students have participated (Game of Drones event in France, Cosmocaixa fair in Barcelona). Due to time constraints, participation in the SciFest science festival and the career Olympics could not be done in Finland. We replaced it with a demonstration within the school.The project was broken down into- 4 transnational project meetings (M1 to M4), one in each country. The last (M4) was kept at bay due to the Covid-19 crisis.- 5 learning activities (CA to C5) in Metz, Joensuu and Barcelona. The last one, scheduled for Metz (C6), was canceled due to the Covid-19 crisis.Before each learning activity, the students contacted each other on WhatsApp and participated in a Skype video conference.The objectives we set for ourselves at the start of the program have been achieved. The proposed activities allowed the students to gain self-confidence at the linguistic and professional level. They have enabled them to develop skills that they can reinvest in their studies and professional life. The students also learned a lot by being in contact with different European cultures.

<< Objectives >>The partnership wants to achieve Inclusion and Diversity, Digital Transformation, Environment and fight against climate change and Participation in democratic life, common values and civic engagement through the activities that are considered in a balanced manner in operations that guarantee progress and development to all participants. The project will also bring development to practices in the partner organisations in the context of the themes considered in this new Project and its objectives.<< Implementation >>The horizontal priority outlines the activities 1. Renewable Energy Solutions, 2. Green and Sustainable Alternatives to Plastics, 3. The Water Crisis and Drinking Water Production which mainly concern the Sustainable Goals No.6 Clean Water and Sanitation, No.7 Affordable and Clean Energy, and No.12 Sustainable Consumption and Production, out of the 17 Sustainability Goals set by the United Nations.<< Results >>During the project activities the participants will build up multidimensional and multidisciplinary sustainable development awareness that will be further uplifted and concluded by an informative and experiential European citizenship practice. Tangible results of this project - activity pre-tasks, reports, photo galleries, videos, interviews, feedback and evaluation results - will be published on the project website supported by eTwinning Twinspace (or the upgraded version).

The Erasmus+ project „Flexible Tailored Learning Pathway for Everyone“ (FlexLearn) is the partnership of 4 European VET institutions, whose objective is to contribute by sharing the best practices in the educational field, to improve the skills of the teachers, trainers and the key persons in Inclusive and Tailored Learning process. As a result of this cooperation, they create a web-based Competence Collection of educational approaches and methods and increase the capacity of operating at a transnational level.Period: 24 monthsParticipants: European VET institutions; the Key persons of arranging the teaching/training process, Educators.Aim: To improve the flexibility, accessibility and inclusion in education through tailored pathways, to promote the quality of VET through increasing the skills of the people who are responsible for putting it into practice – educators, education specialists, key-persons in Educational leadership.Necessity: The Project is called into life by Haapsalu Vocational Education and Training Centre. Due to the statistics, about 22% of the students drop out of VET schools in Estonia every year. There are a lot of students whom it is difficult to access and maintain in studies in mainstream ways, especially the risk groups (SEN-students, low-skilled adults and students, who are living in the countryside and are difficult to reach). To find out the ways to make learning more flexible and reachable for these groups, the project concentrates on topics, which are relevant in all of the participating countries. Due to the pre-project communication between the partners, we have found out the strengths of each country, which has been the general base for working out the topics for LTTA meetings. Together created web-based Competence Collection Box will be a necessary working tool for Educators’ in Inclusive and Tailored Learning process. International experiences that the participants gain from the meetings would extend and develop their educators' competences and improve the quality and accessibility of Education in every participating country.Main activities:3 Transnational project meetings, 2 specialists from every country to monitor and evaluate the progress of the project, share feedback and work with the Competence Collection4 Training Activities, 4 participants (Teachers, Education specialists and leaders) from each partner organization. Every partner organizes one LTTA meeting which includes the teaching program for 5 days. Every Training Activity is focused on a certain topic due to the strengths and experiences of the partner organization:Finland - Tailored Learning Pathways for different students. Ireland - RPL - Recognition of Prior Learning and work experiences according to curricula and learning outcomesNetherlands - Learning Methods focused on developing student`s self-management, study and activity skills (project training, simulation, group work)Estonia - Digital approaches and Flexible Long-distance Learning Solutions (e-learning, development of digital competences, digital environments, and digital security).During every activity:The host partner introduces the Educational system and the learning process at their organization and generally in their country. The host institution gives an overview of the focus topic and the approaches implemented in their school and country. Each partner presents the activities and approaches of their school according to the topic. Additional activities according to the choice of the hosting partner, to expand the background of the topic - involving experts, visits to local organizations, practical workshops/teamwork activities to share the best practices in use. As a result of the activities, the best approaches according to the topic are worked out and added to the web-based Competence Collection. Participating teams will evaluate the gained knowledge of LTTA and make conclusions. After the training activity, every participating institution organizes an evaluation activity with the staff (round table forum, discussion, presentation etc) to find out how to implement it. The Coordinator of every participating organisation is responsible for completing the electronic feedback.The main impact of this project will occur in the rise of the quality of teaching and educational management in every participating country. As a result, the participating organizations and the participants have more knowledge and skills in the Inclusive and Tailored Learning process and implementation of necessary approaches, they are experts in every relevant topic the project activities covered. As an additional value, they have created a widely available web-based Competence Collection, which is a freeware tool and will be shared with other VET institutions.