<< Objectives >>At the latest with the worldwide pandemic, it is clear that job profiles are changing dramatically fast, a rapid shift towards a fully digital working world is taking place.In addition to offering real mobilities, the project wants to give trainees the opportunity to expand the quality of their training and to come into contact with the European idea and interculturality remotely during their training and thus subsequently be even more open to international cooperation and digital working.<< Implementation >>There will be 6 main activities. Activity 1 will analyse digital competence requirements in the craft/electrical sector. Phase 2 will implement multiplier events in all partner countries to gather inputs. Activity 3 will develop a concept for apprentices to implement an international remote project work. Activity 4 will implement this concept as an example. Activity 5 evaluates phase 4. Phase 6 disseminates the tested concept among trainees and training centres during 4 multiplier events.<< Results >>The project partners expect to end up with a valid concept guide that can be used by VET-centres and their trainers to implement transnational, (interdisciplinary) working groups of trainees in remote project work. Ideal working environments, intercultural preparations, language courses and required digital tools are addressed.In this way, the partners want to awaken openness for the European idea and the willingness as well as readiness for digital communication and interaction.

<< Background >>Information and Communication Technologies (ICT) as well as Learning Management Systems (LMS) help us to create interactive learning environments. However, the LMS tools are not prepared for works entailing graphic resolution contents (Geometric Drawing, technical drawings, Schematic designs, block diagrams, etc.). In addition, the evaluation of this type of task requires a manual check that have to be conducted by the person in charge of the learning process, which slows down the teaching-learning process.The effects of the COVID-19 pandemic have further demonstrated the necessity for creating on-line resources that helps to teach these subjects.These common deficiencies observed in the learning and evaluation processes of Technical Drawing and Graphic Representation Systems have been also detected in 6 European technical training institutions. This fact has led them to consider the need of designing new interactive digital tools that may help to develop capacities for the study of this type of content.<< Objectives >>This project aims at improving the digital competence, by developing an LMS that helps to identify and satisfy the teachers and students training needs in the field of technical graphic subjects, supported by Computer Aided Drawing (CAD) tools integrated into Web.In addition, it aims at boosting the teaching-learning process, as every graphic content can be automatically studied and evaluated within the Platform itself, reducing significantly the teacher's workload and enabling the learning progress in real time.However, a LMS without educational content contributes very little to the learning process. Therefore, this project also seeks to complete it with a wide and varied collection of open educational resources, that will allow any user, who accesses the Portal, to develop capacities in this area.<< Implementation >>Some activities will be developed in order to improve technical and digital skills in the field of Technical Drawing and Graphic Representation Systems:1. Analysis of the current status of online learning in technical graphical subjects within European educational institutions.2. Development of an educational Platform for the learning and self-assessing of contents in the field of Technical Drawing and Graphic Representation Systems.3. Elaboration of a large and varied collection of open didactic resources for graphic resolution subjects.4. Organization of training days in the use of the Educational Portal.5. Conducting tests on the use of the Portal and the resources developed with the students of the partner institutions.6. Organization of events to disseminate and promote the project and the results.7. Implementing a quality assurance system for project activities.<< Results >>Firstly, a detailed study on the learning of Technical Drawing (DT) and Graphic Representation Systems in European education institutions will be obtained. Therefore, a global perspective of the contents taught in the different centers, the use of tools in the study of graphic materials and the demands of the centers to achieve a better digital education in this area will be available to improve digital education.An educational Portal (Open-Source technology) will be also developed with the following characteristics:1. It includes all the basic tools available in a Computer Aided Design (CAD) application.2. It includes self-assessment tools to have real time and accurate knowledge in the successes and errors during the realization of the graphic tasks. This will allow the recognition and validation of the knowledge, skills and competences acquired through learning.3. It facilitates a student-centered learning. It will adapt the contents, structures and learning strategies according to the needs of each student.4. The Educators can design their own pedagogical materials using the tools integrated in the Portal, without external complements.5. It monitors in real time the evolution of the learning.6. It allows free and universal access, regardless of gender, economic situation or accessibility conditions, thus promoting global social inclusion.In addition, this Portal will be fed with a large and varied collection of open educational resources including Geometric Drawing (Polygons, conic and technical curves, tangencies, geometric transformations), Descriptive Geometry (dihedral, axonometric, bounded, conical), standards and formats, views, sections, dimensioning, workshop drawing, assembly drawings, schematic diagram, boiler making, etc. At the end of the project, this extensive list will be expanded with new interactive resources using the tools and services available on the Portal.An intense campaign to promote the results will be carried out in order to disseminate the achievements and facilitate their integration into other institutions with similar needs. This project was born with the intention of making the Portal and the open didactic resources a benchmark in the field of Technical Drawing and Graphic Representation Systems on-line learning.

<< Objectives >>We want to design, implement and test innovative teaching and learning materials, mainly referring to experiences developed by SMEs in the CE context. We want to look at the local context from an European perspective, laying the basis for an online network on CE. We want to implement valuable training material, tell real-life stories, create a model for teachers to work on, reinforce the connection between education and the labour market engaging students in an exciting educational journey.<< Implementation >>On the base of a comprehensive strategy for project management, cooperation, promotion and sharing, the activities we’re going to implement are, in brief, the following:1. create three kits of digital materials in the tourism, agricultural, transport sectors to guide VET trainers and students to explore CE under the SMEs’ perspective presenting first-hand data and tools to insight into CE or sustainability measures; 2. lay the basis for an online network of VET providers and SMEs working on CE<< Results >>We expect that VET trainers will be equipped with engaging materials - strongly connected to local CE business environment - to use with their students and that students will be prepared with the knowledge and skills to steer the transformation of their sectors towards CE.In brief the expected main results are:1.A learning platform 2.3 kits of digital educational materials on tourism, transport and agriculture3.Kit of promotional and sharing tools 4.Online network of VET providers and SMEs

"As established in the ""Coordinated Plan on the development and use of Artificial Intelligence Made in Europe - 2018"", the creation of an Artificial Intelligence (AI) plan for the EU states is a key field for the European Union in the years to come. This plan must place the EU in a privileged position in this eminent technological revolution. To achieve such a challenging objective, a long-term education plan is mandatory, so AI topics are addressed in general education level, that is, previous to tertiary formation. Consequently, the first approach to such general AI formation should be targeted to high school degrees, that is, students that will enter to the universities in a two/three years temporal horizon. These students will be the first generation that will encounter AI systems in their day-to-day life, and they will have to be prepared for that, understanding their operating principles and increasing their opportunities to enter the future job market.The EU plan for AI emphasizes the social inclusion opportunities that will open in this new era, and encourages the member states to face them with specific actions. In this sense, a global training in intelligent systems for European high school students will help to provide equal opportunities between different regions regardless of their technological advance level. Moreover, it will help to reduce gender differences, because AI fields of application are very diverse, which can engage a wider range of personal interests, so girls will know them before they choose their university studies and specialization. This will lead to have more women employed in technical jobs in the near future, reducing the opportunity gap when accessing to better positions.Considering this context, the present project has as its main objective:The development of an Artificial Intelligence curriculum adapted to high school education in EuropeThe curriculum will be targeted to students from 15 to 17 years old (upper secondary school and high school) with some previous basic formation in robotics and programming. It will cover a two-year period previous to their incorporation to tertiary education. The AI teaching approach that will be followed in this proposal is aligned with EU recommendations, so it will be focused on embedded intelligence, that is, programming real-world devices that interact with the real environment. This requires to rely in some specific hardware elements in order to implement the teaching material. To this end, in order to follow the most general approach as possible, we establish a key premise in the project:Using the student’s mobile phone (smartphone) as a central technological element to all educational material to be developedCurrent smartphones have the technological level required for AI teaching in terms of sensors, actuators, computing power and communications; and they will have it in the future because they are in continuous update. They can be considered as general public devices, with a very similar presence in all the European states. This is very important for this proposal, because a large majority of high school students have their own Smartphone, so they can use it for learning. This significantly reduces the cost of introducing this discipline, and equalizes regions with different economic capacity. The main results of the project correspond to four intellectual outputs:1. A book (digital and printed) with teaching units for the teacher 2. A book (digital and printed) with activities for the student, as well as 3. AI Libraries and programming environments that allow high school students to develop the teaching units4. A Best Practice Guide encompassing all the intangible results and conclusions extracted from the activities carried out during the project, both from a technical and from a social perspective.The consortium is composed by five countries representing regions with different degrees of technological progress in the classroom, and covering the European region from east to west and from south to north. The coordinating team comes from the University of Coruña, in Spain, and it has a wide experience researching and teaching in AI and robotics. This team will develop all the intellectual outputs with the collaboration of the partner schools. Teachers will provide their pedagogical skills and experience to the project, while students will be used as testing groups in five training activities to generalize the teaching material to all the EU.The global expected impact of this proposal is very ambitious: using the teaching material developed here as a reference for a future official curriculum in European secondary education. Regarding the participant organizations, the project will impact will on their technological capacity, will open the students’ possibilities to access to AI tertiary education, and will increase the international recognition of these educational centers as technological references"

eMovA project-Virtual Mobility for Apprenticeship, is the result of a reflection within the European network, Euroapprenticeship, to improve the efficiency of short-term mobility internship and offer a virtual alternative to those who cannot leave.To develop virtual mobility in Apprenticeship training, the eMovA project partners, eight in number, including five types of organizations (vocational training centers, craft chambers of commerce, public bodies, European foundation, SME organization) in five European countries (France, Belgium, Germany, Slovenia and Portugal) have worked closely on the following three objectives:Objective 1: To provide ready-to-use teaching materials to facilitate virtual mobility actions.Objective 2: To accompany the actors of vocational training by sharing open and innovative practices in digital eraObjective 3: To create a virtual space on Euroapprenticeship plateform in order to inform the users about virtual mobility and explain how to use or contribute in eMovA products. To reach these three objectives, three intellectual outputs - one per objective - have been made by the partners.Thus, O1 / eMovA-activities makes available to trainers/teachers or mobility referents, 20 ready-to-use learning sequences to facilitate virtual mobility actions.Access O1: http://moodle.euroapprenticeship.eu/O2 / eMovA-videos, via its video channel on Youtube, helps the trainers/teachers in the implementation of virtual mobility with digital tools, through concrete examples realized in class.O2 Access: https://www.youtube.com/channel/UCyqvS2bpjijKWcud03SuZdAO3 / eMovA-space offers a virtual information and linking space on virtual mobility, specific for Apprenticeship.Access O3: http://www.euroapprenticeship.eu/en/the-mobilite-virtuelle.htmlIn addition to the development of virtual mobility for the Apprenticeship, several impacts and benefits in the short, medium and long term were identified at the end of the project, in particular:- the professional development of the trainers on ICT methodologies, - the development of hard skills (linguistic, numerical ...) and soft skills (teamwork, communication, etc.) by the beneficiaries,- the appropriation of the benefits of virtual mobility by the companies,- the dissemination of open educational resources (OER) in various European languages,- the improvement of the learning quality by providing a European dimension and encouraging the adoption of innovative pedagogical practices,- the appetite of target audiences for virtual and physical mobility,- the increase of international cooperation between the actors of vocational training,- the increase of national and international cross-sectoral cooperation between the economic, political and educational actors of the European territories.