"The proposal is related to the utilization of cultural heritage in education, by integrating the strategy of gamification in the modern school. As technology influences and is influenced by culture, and in this context, dialogue between them is more relevant and imperative than ever. The integration of this strategy is dictated by both pedagogical and socio-economic reasons, which stem from the influence of science and technology in the modern world. The digitization of cultural heritage and its integration into various subjects in school should go with an integrated approach to cultural heritage that, instead of isolating it from everyday life, encourages interaction between it and civil society.The term Gamification refers to the use or integration of mechanisms or features of electronic games in activities that are not exclusively related to the game. The technique that initially appeared in the business world gradually made its appearance in education as well. It is a process that uses techniques and methods that we encounter in games in order to increase the participation and commitment of learning subjects towards the learning process that is evolving.According to research from the Massachusetts Institute of Technology entitled ""Moving learning games forward"" (Klopfer, Osterweil, & Salen, 2009) which examines the principles of gaming and how they can be applied in education, the dynamics of games in Education stems from their impact in three areas: cognitive, emotional and social. The elements that make up the concept of Gamification are the plot, the reward, the status, the community, and the challenge. Taking into account the need to create a balanced relationship between heritage and economic and technological development, and the need to implement awareness-raising, education and training activities of the school community, our project aims to contribute to the awareness of cultural heritage through modern strategies and tools that promote the digital skills of tomorrow's citizens. The project aims to bring together educators, members of organizations and young people in order to highlight a best practice that will be used in the field of education and to train participants in new methods and digital skills. It will take place transnationally, as partnerships can enable organizations to identify and collaborate with target groups, gain expertise and access to additional and complementary resources, and deliver high quality results.This proposal highlights the positive effects of heritage investment in many areas of development and public policy, including social cohesion and the information society (eg through the digitization of collections or gamification).The above will be achieved through the creation and dissemination of digital version and digital application for mobile phones and tablets with integrated cultural heritage sites (objects, sites, ancient theaters, virtual tours) and educational activities in the form of play. The application will be utilized through a pilot implementation in the school community in various subjects and in non-formal education.During the pilot implementation, there will be support for teachers and members of youth organizations in the methodology of utilization of cultural heritage in education through the gamification strategy. Participants will become familiar with the social content of learning and will act as multipliers in their schools and organizations.Project activities include: online cooperation, two short-term Learning Teaching Training Activities, and three multiplier events for the two intellectual products.The project will be the result of a partnership between NGOs, a University institution, Secondary schools and a private enterprise. In particular, the following will participate:• Department of Philology, Democritus University of Thrace, Komotini Greece• NGO I.CO.N (Inclusion in COmmuNity), Rhodes Greece (applicant organization)• School, Geniko Lykeio Iasmou, Rodopi, Greece• SME V.E.M. SRLs, Pellaro Calabria, Italy• Istituto Istruzione Superiore ""P. Mazzone"" school, Roccela, Calabria, Italy• NGO Associació Meraki Projectes de València, Valencia, Spain• IES El Sobradillo School, Sobradillo, Tenerife, Spain• NGO Edrase Chalki, GreeceThe target group is: a) about 60 teachers of Secondary Education from the participating schools who with voluntary participation will be trained and will pilot the tool / digital application that will promote the integration of cultural heritage in the teaching process through various subjects and strategy of gamification b) 60 young people, members of organizations."

"The Erasmus+ project entittled ""Supporting the development of socially-inclusive Blue Challenges in schools in the Mediterranean sea-basin"" (BlueS_Med) aims at developing, testing and evaluating innovative approaches to integrate ocean/marine issues and challenges in the curriculum and educational activties of schools in different Mediterranean countries. With partners from France, Greece, Italy and Malta, combining expertise in education, marine science and policy - along with a strong track record in the development of ocean literacy initiatives for different target groups, the project will be implemented in four phases: - Phase I is a conception phase, focusing on the development of the Blue challenge framework that will guide the development and implementation of Blue Challenges at schools in the following year. It will help also consolidating the consortium and share experiences and practice among partners and countries;; - Phase II focuses on the development of the Blue challenge in thirteen schools associated to the consortium - designing the Blue challenge and developing innovative educational tools and material that wil be required for implementing the Blue challenge. This phase also include the selection of pupil ambassadors in each school (two per school) and the organisation of a transnational training of these pupils' ambassadors (accompanied by their teachers) to train them in the role they will have in communicating and disseminating the Blue Challenge activities and results . - Phase III is the practical implementation of the Blue challenge in the schools with support from partner organisations. It includes also the monitoring and evaluation of the blue school challenge to assess its impact and added value. - Phase IV aims at making a synthesis and disseminating the results of the project to wider audience in each country and the mediterranean sea basin scale, with in particular the organisation of national and Mediterranean Sea basin multiplier events. The project will build on the following principles: (a) co-building - ensuring children/pupils contribute to the co-design of ""their"" Blue challenge - putting co-responsibility and action at the center of their Blue Challenge; (b) interactive and proactive - making use of all e-tools and social medias to support implementation and peer-to-peer exchanges, while giving the priority to ""practical activities"" that give a feeling about the ocean and the human-ocean relationships; (c) inclusive - giving special attention to mobilise children from different social groups, to generate gender unbiased questions and to learning about the principle of democracy (discussing, listening, accepting while being still mobilised) when designing and implementing their Blue challenge; (d) sustainable - ensuring the footprint of the project and of the actions proposed under the Blue Challenge of each school is minimised - and that potential environmental and social ancilary benefits are delivered whenever possible and relevant. The project will deliver five key intellectual outputs (developed in English and translated in French, Italian and Greek - so as to facilitate dissemination within the different partner countries, in the Mediterranean sea basin and at the European scale): - Intellectual output I: The framework and guidance for the Mediterrean Blue challenge processes, (a) building in particular on a benchmarking of existing experiences in ""bringing the sea"" to the classroms and (b) proposing a systematic monitoring and evaluation of the blue challenges implementation so as to assess their added value and benefits; - Intellectual output 2: presenting the proposed Blue challenges for each individual school (13 in total) in terms of concepts, proposed activities, innovative educational material developed, planning and expected ouput- Intellectual output 3, summarising the results of the monitoring and evaluation of the Blue challenges implemented to assess their added value & impacts - Intellectual output 4: A Knowledge base of tested educational material for internalising the ocean in different curricula/education, facilitating its access to different groups so as to ensure the wider use and application in other schools - Intellectual output 5: A road map for supporting the uptake of Blue challenges in Mediterranean Sea basin schools (with specific country-specific annexes)"

The GO Functional Improvement & Tourism (GO FIT) project addressed the gap in learning programs between HEI’s exercise and health experts, with both educational and clinical expertise, in collaboration with tourism manager’s specialists. So, the GO FIT project was designed to develop a new learning program, a web platform and a multimedia application with transdisciplinary approach for exercise, health and tourism, in order for the experts/educators/trainers to achieve relevant and high quality skills and competences in designing the appropriate program for tourists and helping them to adopt a new healthy lifestyle. In particular, the GO FIT project was designed to address tourists’ needs to adopt a healthy lifestyle, involving functional exercise. At first, analysis of needs for the tourist population was held. Then, based on this analysis of needs, a new learning program, the Joint Staff Training Event (JSTE), with a transdisciplinary approach for functional exercise, health and tourism experts (target group teachers) developed.Subsequently, the new blended teaching and learning materials was used by academics and clinicians to train the exercise science students to enhance the quality and relevance of their knowledge and skills on: how they will be able to apply functional exercise programs for tourists during their holidays, to prevent musculoskeletal conditions and improve their functional ability of their kinetic system while triggering them to adopt a new healthy lifestyle (target groups: students & tourists). Also, the final GO FIT academic course, which was offered in the HEI partner’s Exercise Science curriculum, will continually enhance the quality and relevance of exercise science students' knowledge and skills, also providing sustainability of the project (target group students).The main goal of the partnership addressed the need to develop a new intensive learning program (focused on transforming ‘ideas into action’ in line with Europe 2020 recommendations) for exercise, health & tourism specialists, which acts as a catalyst for their own professional development. Partners from different countries with transdisciplinary approach were selected and contributed to the present project:Clinical experts with dual role (physiotherapists and orthopedic medicals in Germany, ORTH) on current methods of clinical treatment for common muscular skeletal conditions (i.e. knee pain, shoulder pain, low back pain) and possible preventive strategies, UOS’s (UK) academic staff with knowledge in counseling on current methods how an individual can follow a healthy lifestyle (i.e. Exercise and eating habits), HEI’s staff (DUTH’s, EUC’s & KUC’s) with knowledge and skills in kinetic system’ discomforts, in chronic diseases and in body weight control management through exercise programs and Experts in tourism (TEIA & ALBA). Therefore, the partners teached how all these health promotion programs can be designed and applied in tourists in hotel facilities (gym, pool, gardens, beaches, sea etc) and eventually for general public. This collaboration demanded transnational and transdisciplinary teaching and learning materials to educate exercise leaders and tourists in how a healthy lifestyle can be adopted by them, enhancing and strengthening the role of higher education in EU countries.

The above is already written in English.

University Pedagogy, mostly enhanced through the operation of Centers for Teaching and Learning (CTL), is a main pillar for the implementation of the European Higher Education Area. MAGNET project aims to develop a network for University Pedagogy in the West Balkans States, through know-how transfer from countries that have CTLs under operation to all partner countries. Main objectives include the know-how transfer, the foundation of CTLs, the production of educational material and the creation of a sustainable network BALKANETUP (Balkan Network for University Pedagogy).Activities1. Research and Needs Analysis of the didactic staff of all participating Higher Education Institutes, to bring out their teaching needs.2. Actions to be taken at an institutional and national level leading to the establishment of CTLs.3. The launching of BALKANETUP for all HEI, bringing together academic communities from the West Balkan area.4. The design and function of an e-platform to support BALKANETUP, for communication and sharing of all deliverables of MAGNET project.5. Development of training courses based on the Needs Analysis and an intensive literature review, in the form of pilot, field-focused, modules/courses with assigned ECTS that will be launched face-to-face or via eLearning methods.6. The co-working of partners via webinars, face-to-face meetings and conferences scheduled in the form of workshops for all partners. The expected results of MAGNET Project are:• The support for the implementation of modern, innovative, transformative, student-centered instructional strategies in HEI in the West Balkans • The formation of the BALKANETUP via the integration of knowledge, good practices, shared experience for the academic educational processes• The establishment of CTLs in HEIs • The launching of an e-Net to support BALKANETUP• The upgrading of teaching and learning methods that lead to better students’ outcomes