Creativity is a term that is difficult to define and measure. Nevertheless, creativity, according to Ken Robinson (2015) is connected to imagination and innovation. Recently (2016), the International Labor Organization (ILO) reported that the majority of new work opportunities in the last decade had been generated in the informal and digitally-based economy while the World Economic Forum argued that creativity is one of the top three skills workers will need in the near future. Experts claim that, due to the break of new products, new technologies and new ways of working, workers are going to have to become more creative in order to benefit from these changes. Accordingly, the ISEC project aims at creating a Strategic Partnership to exchange knowledge and experience on how creativity and digital technology interact in the educational environment and can contribute to enhancing Social Innovation. Partners will create a model of the multiple dimensions of creativity as well as they will develop an educational framework for promoting creativity in Digital Social Innovation (DSI) scope. Indeed, over the last two years, DSI has grown significantly while DSI projects and initiatives have multiplied, catching the attention of policymakers, governments, and civil society organizations alike (Stokes, Baeck, & Baker, 2017). With the break of new products, new technologies and new ways of working, workers are going to have to become more creative in order to benefit from these changes. For this purpose, Partners will consider the following four primary layers: • The role of educational computing in education classes; • The use of creativity to improve educational processes; • The purpose of technology as a means for stimulating/supporting creativity; Creativity as key factor of success in DSI. Furthermore, they will also focus on issues such as: • Why some individuals seem more creative than others? • What are the factors underlying creativity? Finally, the ISEC project will investigate and discuss the following questions: • Digital technology and creativity; • Creativity in innovation; Social educators are the primary target group of ISEC.The secondary target groups are: • Educational Institutions; • NGOs engaged in adult learning; • Social enterprises who are interested in DSI and aim at improving their current services; • Social Services who are interested in modernizing their services.

<< Background >>COVID-19 has promoted the rapid transformation of learning/teaching process. Moving everybody online, putting thetransformative digital learning on the base. Nowadays digital learning is a primary tool for teachingand learning. According to the conduced Need Analyses, basing on on-going Fundamental and Applied Research projectDocTDLL, Izp-2018/2-0180 in co-operation with Ontario University, Canada, the Readiness Index of the students andeducators is lower in comparison with Importance Index for key factors necessary for sufficient transformative digitallearning followed by Covid-19 impact. Despite a growing number of countries in Europe and internationally, refocusing the ICTcurricula on developing students’ and educators' digital competence, and introducing the topic in national, regional orschool curricula, the digital competence level requires additional evaluation, gaps identification, improvement andpractical perspective. Based on the above the project addresses the following priority - addressingdigital transformation through development of digital readiness, resilience, capacity. Accordingly, the CovidEduTDLproject supports the setting up of, and access to, upskilling pathways through an advanced educational initiative basedon: - to take up of digital technologies, innovation and open pedagogy in general education; - to support the process of recovery from the Covid-19 impact by training responsiveness, adaptability and flexibility for digital education readiness.- an online collaborative environment designed to motivate general school teachers/educators in modernization and digitaltransformation of learning/teaching tasks for high quality, inclusive digital education; - structured learning activities following the Pattern-based and Inquire learning approach (by online tasks creation and development, subject-specific teaching), building capacity to implement online, blended and distance teaching and learning; The CovidEduTDL will provide users with the ability to make the best use of digital technologies through innovative practices for knowledge production and assimilation.NEEDS CovidEduTDL is motivated by research conducted according to on-going FARP project DocTDLL in co-operation with Ontario University, Canada. The main need emerged by the research is the necessity to improve the teachers'/educators' digital readiness in the context of TDL followed by Covid-19 impact. Taking into consideration the continuous development of information technologies, the digital competence self-assessment tools will be offered to identify gaps in general school educators'/teachers' digital portfolio and to improve the specified aspects by the offered training program.<< Objectives >>CONTEXT The Covid-19 pandemic has affected educational system worldwide; EU and Latvia hasn’t been an exception.The quick response to new circumstances and challenges has been required. The digital transformation of learningprocess took place. Transformative digital learning (TDM) – the process of individualized, lifelong spontaneous or planned technology - enhanced learning, changing and updating of educational results, content, methods and organizational form adopting them to the quickly evolving digital environment, including physical and philosophical change or transformation to meet growing demands of learners to achieve rich intellectual property by defining new perspectives and adopting personal worldview accordingly (value- created learning). Basing on on-going Fundamental and Applied Research project DocTDLL, Izp-2018/2-0180 in co-operation with Ontario University, Canada, the semistructured questionnaire held online in June 2020 has showed that neither teacher/educators nor students have been ready for such rapid digital transformation of teaching/learning process followed by Covid-19 impact. Despite the high attention paid to educators' digital competence development there is an evidence that it is not on appropriate level and have to be improved, taking into consideration the continuous development of information technologies.PROJECT OBJECTIVE The objective of CovidEduTDL project is to develop the digital competence training program, including digital competence framework and self-assessment tool adopted to partner-countries, and to create the multimedia handbook on remote teaching-learning finalized to general education teachers/educators. This will help to identify the level of digital competence of general school teachers/educators as well as toimprove the digital competence by conducting the training program, using innovative digital educational methods,innovative online resources and tools, promoting networking of institutions, sharing expertise and practices to promotedigital education readiness of general school teachers/educators in the context of transformative digital learning.<< Implementation >>Activities to prepare for and develop the digital learning environment will help to address the new challenges andproblems that have arisen as a result of the sudden transition of the education system to online and distance learningfollowing Covid-19 impact. The focus is on the development of teachers'/educators' digital competences, ensuring equalopportunities for learning and teaching various experience. The CovidEduTDL project involve four partners that have a long experience in educators' learning/teaching scope, experimented with ICT practical usage and perspective. They will put together their theoretical and practical experience to realize a training package to support educators' TDL. To this purpose, the project aims will include: 1) Basing on DigComp Framework to design DigComp Index following Covid-19 Impact adopted to partner countries in the context of TDL; 2) Basing on the DigComp Index following Covid-19 Impact to develop the self- assessment tool for digital competence adopted to local challenges and realities of partner countries; 3) The training program design and development for digital education readiness for general school teachers/educators; including pilot course; 4) The development of multimedia handbook on remote teaching-learning finalized to teachers. The basic digital skills necessary will be provided.<< Results >>Preliminary research about Covid-19 impact has been conducted within Fundamental and Applied Research project DocTDLL in co-operation with the Ontario University, Canada. It showed that as for teachers/educators and students, it is necessary to introduce new innovative competence to pass from an emergency remote teaching-learning (ERT) to a professional remote teaching-learning (PRT). Accordingly, this project will conceive, develop, and disseminate an innovative approach to PRT as well as produce good practices to support it. The CovidEduTDL project will realize an educational package providing educator and teaching staff with competence and skills on PRT that include the awareness of socialization impact due to the lack of in-person contacts. The CovidEduTDL is innovative since it realizes:An innovative educational package based on the integration of various effective teaching-learning methodologies, suchas Digital Social Learning and Online Collaborative Learning, and experiences. An online “smart learning environment” integrating online topical learning practices, e.g., Adaptive Learning, Online Peer-learning, Online Participatory Learning, Digital Social Learning, and Online Collaborative Learning.An advanced use of structured learning units to create personalized learning paths in an online environment. Furthermore, CovidEduTDL is innovative for the following reasons:- it will use “Pattern Learning” and “Inquiry-Based Learning” in a smart learning environment for tasks creation anddevelopment according to subjects requirements;- it integrates topical learning practices with smart technologies (interactive/intelligent learning guidance, feedback by learning analytics, automatically personalized learning paths, participation in virtual events and engagements) in order to motivate learners to continuous learning (life-long learning); - it is finalized to support Continuing Professional Development using the resources available on the internet, that is thenecessity nowadays.

"The "" SMM4WIN - Social media marketing skills for fostering the inclusion and employability of young people with disabilities"" paims help young people with disabilities get new skills in social media marketing as a tool for professional work, self-realization and communication, promotion of their own personal brand and career development, through an advanced educational initiative based on: Peer training in order to motivate young people in learning tasks; Advanced structured laboratory activities; A smart learning environment.The proposal is aimed to achieve of the specific objectives:• Foster the social and economic inclusion and employability of young people with disabilities, self-employability in Social and Business Services• Equip young people with disabilities with knowledge and relevant skills in n social networks marketing relevant for their social and professional lives and enhance their civic skills. This is realize through researching, creating and teaching the developed course, creation of e-learning materials package and placement it on open resource for the general public.• Promoting inclusiveness in social and economic life, demonstrating the achievements of people with disabilities, in order to improve public perception, overcoming the stereotypes associated with the positions and opportunities of a person with a disability in the labor market.Project Target Groups• People with disabilities from the NEETs category who require social adumting, motivation for learning and professional orientation (18-35 y.old) • Young people with disabilities who need SMM skills to promote their personal brand / professional growth / career building (18-35 y.old) • Young people with disabilities who want to work in the field of SMM (18-35 y.old) • Representatives of NGOs and Social Services who help people with disabilities and responsible for SMM organizations.(without age restrictions) - Young expert in SMM and Young social educators and social workers unemployed or employed who are interested to be a tutor/researcher in this project.SMM4WIN aims at realizing an innovative and transnational training program on social networks marketing supported by a 'smart learning environment'. Our training activities will be interactive and intensive (both face-to-face and virtual). They will be carried out with the contribution of young social educators and social workers as well as with the involvement of representatives of social enterprises, public social services, and social service users. We will realize transnational youth SMM4WIN laboratory activities as a concrete example of the use of a “smart learning environment”.SMM for WIN: •Work (SMM skills for employability of young people with disabilities) •Inclusion (in public life)• Novate (actual skills in the digital field). The SMM4WIN project will produce the following concrete results:1. Report on Research “Young people with disabilities in social media” (IO1).2. Smart learning environment and Youth DSI SMM Community platform (IO2).3. SMM Training program: implementation, running, and reporting (IO3).4. Recommendations for policy makers and handbook for SMM (IO4).The project Consortium is formed of 4 partners from Poland, Italy, Latvia, and Ukraine. It involves higher education institutions and NGOs."

The YDSI project aims at empowering young people (especially students in social sciences and volunteers) in digital social innovation thinking and practices at a European level professionalizing them in a lifelong learning European perspective. The general objective of the YDSI project is the definition of a basic educational framework for youth online social innovation education at a European level integrating the expertise of partners engaged in different topical social educational practices such as peer learning, participatory learning, social learning, and collaborative learning. The specific objectives are: • to exchange best practices between organizations active in social innovation focusing on methodologies, conditions and best-practices of social innovation thinking • to increase competencies of young people on digital social innovation providing them with advice and guidance on how to design and developing social innovation ideas and proposals exploiting EU funding and opportunities available on the Web • to create a comprehensive list of good practices on the topics of digital social innovation and social entrepreneurship • to create a network of organizations active in digital social innovation and promoting their collaboration with social enterprises Addressed needs The YDSI project addresses the following needs: • professionalization of young people in a topical sector such as digital social innovation thinking and social entrepreneurship • their empowerment in the use of online educational processes Addressed target group The project’s target group are students, and young people engaged in social volunteer activities or employed in social services institutions/organizations. Transnational motivation The YDSI Strategic Partnership is motivated by the following main factors: - social education, social services, and social innovation go beyond national borders - social digital innovation and professional use of the new technologies are European goals that need a transnational approach - our project wants to contribute to achieving a European objective: improving the active involvement of young people in the development of high-quality non-formal and informal educational programs at a European level - participation to this European project will provide partners with the opportunity for sharing investigations conducted separately as well as for confronting ideas, practices, and methods of digital social innovation; thanks to this project, they will create a network and increase their capacity to operate at a transnational level.

The ESEC project has provided social educators with the competences needed for designing and running parent training courses in an online environment. It realized an innovative parent training program for parents of children with behavioral disabilities in order to extend and develop the current competence and skills of both social educators and support teachers. The importance of training parents is widely emphasized by researchers and practitioners. Parents of children with autism or Down Syndrome have been successfully taught to improve their parent-childe relationship, increase communication skills, and decrease inappropriate, so called, behaviors. It has been demonstrated that parents of children with ASD are consequently found to have elevated levels of parenting related stress and psychological distress. Despite the numerous examples and variety of parent training courses, evidence-based guidelines for designing, implementing and running online parent training programs for parents of children with behavioral disabilities are not available. Moreover, parent training techniques are not widely studied by students in social pedagogy and social worker study programs. ESEC project pursues two main objectives, inclusive education and social educators professionalization. The project has realized an innovative parent training program for parents of children with behavioral disabilities in order to extend and develop the current competence and skills of both social educators and learning support teachers. It is motivated by a research conducted by JKPU and Ecoistituto on social innovation and social coaching in 2015 -2016 and on recent analysis conducted by JKPU and Udine University in 2017 on the association of parents of children with behavioral disabilities. The experience of Include and RTA on inclusive education confirmed the importance of parent training practices. On the basis of JKPU and Udine analysis emerged that the use of new technologies can be relevant in parent training educational programs since they can reduce mobility problems and offer the opportunity for personalized learning paths as authoritative sources and possibility of misunderstanding, biased information, etc. The participants in ESEC project were Consortium Partners, social educators and support teachers, who were the primary target group of the project. The parents of children with behavioral disabilities also took part in it as well as students in social educators' and social workers' study programs and stakeholders. Social educators and support teachers were involved mainly in learning activity, training program and outputs evaluation. The ESEC project main results are realization of evidence-based guidelines for designing and implementing and running a 2.0 educational parent training program that tackles all issues, theoretical and practical, related to parent training practices and includes a training course for parents of children with behavioral disabilities. The training course is an application of the evidence-based guidelines since the ESEC project foresees that learners can use the guidelines to design, implement and run a parent training course for a specific group of parents, under the supervision of experts (special pedagogues, social pedagogues, psychologists, social anthropologists, and expert in social media). This program strengthens the links between professional education and research and social development as well as practical use of acquired knowledge. ESEC provides the notions required for designing and running parent-training courses in an online environment and it demonstrates its effectiveness. The ESEC training approach focuses on teaching techniques, as well as on indirect and direct teaching strategies and on relational practices. Indirect teaching strategies are aimed to increase social responsiveness of parents. The ESEC consortium was formed of 5 partners whos complementary expertise in teaching and learning benefited for the project. These were 2 HE institutions, 1 foundation, and 2 NGOs. This strategy was motivated by realization and demonstration the effectiveness of a theoretical/methodological framework for parent-training at European level. Secondly, by wish to create a common understanding on special education at a European level thanks to collaboration of the Consortium partners exploiting/integrating their competence matured in non-funded researches and thirdly by reinforcing social inclusion and professional use of digital technology - that is a crucial European priority and the Covid 19 pandemic has proved that. The project transnationality is the condition for the transferability of the project results in other countries. Projects outcomes are realized in English but they are being translated into national languages. Impact of the project is very wide because the social education shows social and economic relevance in EU courtiers and this project improves both competences and skills.