Context/background of the projectThe RU EU? Project was conceived against a background of ongoing change and division across Europe. Issues relating to National and European identity are highly topical and of fundamental importance to our sense of who we are in the world. A better understanding of these issues is urgently required, given the power of perceived differences between groups to lead to conflict. Another influence on the project was the increasing interest in “the use of ICT as a driver for systemic change to increase the quality and relevance of education”. Serious games provide modern digital approaches to learning that emphasise 21st century skills which prioritize what students can do with knowledge, rather than just focusing on knowledge acquisition. Consequently it was thought that a game-based approach to exploring National and European identity might help to provide students with an innovative approach to understanding this complicated topic.ObjectivesThe Erasmus+ funded RU EU? project aimed to develop an innovative digital game, the RU EU? game, to provide an engaging platform for students across Europe to confront some of the complex issues surrounding National and European identity and to help these young Europeans to develop a better understanding of their own and others’ feelings of belonging to or alienation from the EU. The project also developed support materials for teachers to help them use the game most effectively for their students. The game and support materials can be found at the project website: https://rueu-project.eu/Number and type/profile of participantsThe intended audience for the RU EU? game is social science and business students across Europe who need to know something about European identity as part of their degree course. Games design students will also be interested in the game as a case study in game design, looking at how the learning outcomes were specified and how the game mechanics address the learning outcomes. The game will also be of particular interest to Erasmus students and other international students at university in Europe, as well as staff who teach on programmes and modules where European identity is relevant or who support international students in their studies. Description of activities undertakenThe early project activities provided background information to assist in the design of the game: O1: the literature review of European identity summarised varied approaches to understanding European identity and provided a strong theoretical foundation for the game; O2: the resource review identified existing paper and pencil and learning resources (including games) in the areas of politics and national and European identity, and O3: the user requirements analysis provided empirical evidence from potential players of the game about their understanding of European identity, what they would want to and expect to see in such a game, as well as their game preferences. The findings from these activities as well as extended discussions fed into O4: Development of the game content and decision-making scenarios which provided the initial description of the journalist narrative and the proposed game tools: the interview tools, the discussion tool, the Newsflash tools and Final assignment tools as well as the content for the 5 game scenarios (Brexit; Who is European? Different attitudes between nations; The rights of citizens to work in different partner countries; Changes to European identity over time and Immigration and the rights of migrants). O5: Design specification document for the game provided a more detailed and coherent account of how these would fit together to provide the blueprint for the game development. O6: The game and game platform are the key deliverables for the project. The game development implemented the ideas presented in O5 and the final working version of the game can be downloaded from the RU EU? Project website: https://rueu-project.eu. A full description of the final game can also be found here along with O7: The Support materials for the game that describe how the game can best be used in teaching and training activities. 5 best practice case studies and use case scenarios that describe the varied teaching opportunities for using the game can also be found. O8: Piloting and Evaluation: The final project activity was full piloting and evaluation of the game. Results and impact attainedThe project has been very successful in academic dissemination, via journal articles and conference papers to a diverse audience of learning technology experts, games experts, learning and pedagogy experts as well as social scientists, the content experts. The multiplier events extended this dissemination to a diverse audience of educationalists and technology experts.Longer-term benefits.We have a working game and this will be used in classes where an understanding of European identity is relevant, as well as game design classes.

Five participating institutions, namely Universities from Novi Sad, Belgrade, Warsaw, Zagreb and Skopje were all included in the project based on their earlier collaboration and expertise in the fields of interest. Key persons from those institutions cover different research fields (UNS for automatic control systems, UB for biomedical engineering, machine vision and robotics, UKiM for power engineering, TVZ for optical measurements, WUT for electronics and physics).These all areas of expertise contain the demand for either control algorithms (systems), or signal processing or even designing virtual instruments. Therefore the collaboration between these five institutions came as a natural one. The project participants were already familiar with each other due to earlier collaboration through student competition held in past years. During those competitions project participants already had discussed about the lacks if current programs in their faculties, not only related to content, but even to methodology. Out of those discussion an idea was born to create a project like this.The main focus of the project participants was on students and how to make the courses they attend more interesting and more state of the art. Therefore the courses were updated with new topics, interesting as well for business representative with gave a feedback to project team what they are expecting from young engineers. Together with this students were given more practical tasks (specific problems from areas that project participants are expert for), they were encouraged to work jointly as a part of a team instead doing all the work individually.19 IOs were produced within the project, including one Moodle platform, one completely jointly written practicum (all 5 project participants were involved with almost similar amount of effort), 8 modified courses in such extent that they cover state of the art approach in learning and most modern topics in their content. Together with this one output contains video material related to courses uploaded in Youtube, there were three outputs providing more new practicums – in development of these practicums only some of the project partners were involved. Even two completely new books were written and three new courses have been established.2 LTT events were organized with around 50 students from all project participants Universities and some from external ones took part in them. About 10 business companies were involved in these LTTs promoting good collaboration between University and business sector. They also took part in jury of LLT activities competitions.6 Multiplier events were organized with around 130 domestic and around 20 foreign participant from around 30 different companies taking part in them. In here are only those who are counted by the project and further these MEs were also visited by other people from participant Universities to learn about new opportunities this project and its results bring to them. The participant were introduced to the project and their results or the project planning depending on the time when the ME was organized. In MEs participants provided the feedback to the organizer of what they expect to be a part of the courses developed within the project in order for those courses to follow the fast changing market. Of course project participants had to compromise with how much teaching content can be changed in order to satisfy business demands.Project will have both short term benefits and long term benefits Hopefully, ITASDI project brings new perspective towards teaching, new concepts and new topics for students which are jointly developed by the participating Universities and industry.

The task of time series analysis is to discover and classify significant patterns in data that contain a temporal component. This project deals with development of an integrated software system that includes general and domain specific time series features, with application in biomedicine. The goal of the project is to develop an efficient and upgradeable system for automatic classification of human body disorders based on the analysis of multiple heterogeneous biomedical signals (heart rhythm, ECG, EEG, etc.). In addition to classification, the project will also pursue visualization of disorders using computer graphics. Calculation speed will be increased using multicore parallelization. The system will contain subsystems for: 1) selection, display, and pre-processing of multiple signals from input records, 2) parallel analysis and extraction of multiple domain specific and general signal features, 3) visualization of signals and disorders using computer graphics, and 4) automatic construction and evaluation of the models. For evaluation purposes, the project will use referential biomedical signal databases from the PhysioNet portal and, if possible, anonymous records from local hospitals. One of the contributions of the system will be development of an expert subsystem for automatic recommendation of the set of features that should be extracted. The implemented general signal features will include relevant nonlinear dynamics measures. Specialized, domain specific features will be implemented for each type of biomedical signal individually. When constructing disorder models, feature space dimensionality reduction will be pursued. Disorders will be modeled based on clear description machine learning algorithms such as classification rules as well as maximum accuracy algorithms such as decision tree ensembles. Within the scope of this interdisciplinary project, several contributions in the areas of computer science, biomedical engineering, and medicine are expected.

Calculation and optimization methods for electromagnetic devices and substations