"Background informationThe forest owners’ profiles and practices are nowadays in full evolution, all over Europe: how to meet their needs, thanks to the new information and communication technologies? This is the key question that structured a first eforOwn project (2012-2014), and revealed that these owners expect simple, attractive and modern self-training tools; in the same time, the trainers and teachers wanted to see their pedagogical approaches evolve and use the same type of tools to support their tasks. It is in this context that the eforOwn+ project was born.Objectives of the projectThe main objective of eforOwn+ was to provide forest owners in France, Belgium and Spain with free access to educational resources on the Internet. These resources were intended to be and were designed to also serve the needs of forestry students, as well as teachers and trainers who wish to integrate them into their technical and pedagogical practices. Number and profile of participating organizationsSeven organisations were involved in eforOwn+, two in Spain, two in Belgium and three in France: in each country one forest development organisation and one educational institution were partners ; in France was also added as partner a public organisation in charge of e learning in the agriculture and forestry sector, that supported the whole partnership, on pedagogical and editorial engineering issues. Description of the main activities implementedThe main activity of eforOwn+ has been the production of educational resources: slideshows, fact sheets and videos for three levels - or their equivalent at the European level: A (novice owner, level 4- upper secondary), B (intermediate owner, level 5 - bachelor) and C (expert owner, level 6 university). Of the 85 resources planned, 75 have been produced and are available on line, accessible to all on the the project partners’websites . These resources include 28 slideshows, 39 fact sheets and 8 videos. The list of resources evolved during the project in order to best meet the target audience’ expectations and to avoid redundancies between several resources. Of the 75 resources, 69 are available in French, 23 in Spanish and 10 in Catalan (as of 23.07.2019, Rosa's translations are missing, see with her what she can do by 1 September). Two resources are also available in English to allow for a wider dissemination and to interest future partners in joining the project. Results and impacts achievedAt local, regional and national level, the impact for the beneficiary audiences is essentially, for forest owners, a better appropriation of the knowledge and know-how necessary for the implementation of sustainable forest management, and, for students in the forest sector, the improvement of their learning and future professional practices; for the target audiences (trainers and teachers), the improvement of skills in the design and use of distance resources.Long-term benefits The ""eforOwn"" brand has been registered with the European certification body EUIPO and is awaiting validation (approximate date of registration and publication of the brand: 10/10/2019). A post-program charter has been drafted and signed by all partners in the eforOwn+ project. This charter sets out the post-programme action modalities ensuring the long-term anchoring of the partnership, as well as the common process of production and dissemination of resources: the resources produced during eforOwn+ will be monitored to be regularly updated; new resources may be produced and will benefit from the eforOwn brand, following the decisions of the eforOwn Liaison Committee which will meet once a year. Other partners may join the Liaison Committee and use the brand, in accordance with the terms specified in the post-program charter and following the decisions of the Committee members."

"<< Background >>We, the representatives of the consortium consisting of three universities from Sweden, Belgium, Italy, an NGO from Serbia, together with our associated partners, believe we have cutting edge expertise in the field of online education, creation and application of visual interpretation of post-mining and other industrial activities in Europe. We will contribute to the enhancement of digital communication and online learning in our Bachelor and Master programs within Tourism Studies/Tourism Management. This is vital in order to expand both students’ employment and life-long learning opportunities resulting in greater resilience as well as an awareness of the long-term impacts which industrial activities have had on the tourism landscapes in Europe today. We also want to take advantage of the opportunity to exchange our best know-how and academic excellence with our colleagues in Serbia who are hampered by the lack of similar opportunities to access the latest developments within the field of cultural heritage use in tourism.<< Objectives >>We would like to strengthen the academic and the educational connections between our three EU member countries’ universities (Sweden, Belgium and Italy) and to establish a close relationship with the colleagues at Belgrade University and our NGO partner in Serbia with the goal to support exchange of ideas and knowledge within the field of alternative uses and interpretation of European industrial heritage. By providing the clear project management and planning structure we will enable efficient coordination among all the involved partners leading us together to the achievement of the planned project outcomes. Together with our Serbian partners we will be able to develop and test our up-to-date online course ""European Industrial Heritage"" and undertake all the necessary improvements, for both content and pedagogy, during the project in order to ensure its sustainability ie create long-term effects from this educational activity. We will also utilise our resources in order to develop a prototype of the virtual tour specifically applied to a Serbian case study, but the potential and the know-how will be modifiable and thus can be used for the creation of similar products in order to enhance wider public experiences of the industrial heritage in Europe.<< Implementation >>Within the project time we will collaborate on the creation of joint teaching material in the form of a textbook for the online course. The Intensive Study Programs targeting the students from our current programs in Tourism Studies/Media (at Dalarna University there will be a combined group consisting both Tourism Studies and Media)(both Bachelor and Master level) will also provide rich material for alternative interpretations and understanding of the cultural heritage of mining sites. This will inspire the creation of the virtual tool interpreting a mining site in Serbia, as an example of the best practices in virtual reality, allowing for a wide public participation in meetings with the cultural heritage of their own country and providing a vital overview of the joint European industrial heritage.<< Results >>The main outcome of our project is to create an online course (O2 – “ ""European Industrial Heritage: its alternative uses and interpretations""”). This will have a modular structure, serving as a framework for the other independent outcomes: O1 – Textbook ""Mines and Water. Interpreting European Industrial Heritage” and O3 - “Digital tool: 3D Virtual Mining Heritage Tour” which will converge in the digital online course. We will achieve these outcomes thanks to the competences of each partner, listed in the participants description, and to the coordinated communication and cooperation which has already been tested among most partners. Four Intensive Study Programs – (marked in the application as learning and teaching activities - C1, C2, C3 and C4 – are the main activities, which include student participation and interaction with industry/destination experts, contributing to the achievement of the project outcomes. These activities, physical mobilities or intensive study programs (ISPs), will promote transnational exchange since they address the exchange of competences, the convergence of working processes, the strive to reach collective assigned goals together. Students, professors and experts from the different European countries will analyse, discuss, interpret and finally report on one site while exchanging their opinions, experiences, practices and knowledge. Students will have specific intermediate tasks to fulfil and at the end of each mobility transnational student groups from the different partners will collaborate to produce a report. These ISPs will provide students the possibility of visiting each other, of networking and having real life experiences which will continue after the ISPs officially for the duration of the project. Involvement of industry/destination experts will allow sharing of experiences between the academic and the professional world and will be an added value for the future implementation of case studies after completion of the project. The development of students’ online communication, both written and oral, as well as other digital skills will form a central part. Connected to this will be an increased awareness of the need to adapt their communication to suit intended audiences/readers/stakeholders taking into consideration knowledge levels, language abilities and other cultural aspects."