<< Objectives >>By implementing D-ChallengHE the consortium wants to develop a generative network among universities, research centres, stakeholders engaged in the digital transformation in HE, providing more attractive education and training programmes, supporting professional training for academic and staff at HEIs and contributing to the debate on modernization of HE in the digital age in EU.<< Implementation >>D-ChallengHE foresees an articulated set of actions:- Establish an international HUB in HE, building a permanent observatory to collect, process, and use data on the impact of the digital in Education- Develop a more flexible approach to address online and blended delivery of study programmes. - Develop innovative teaching-learning methodologies and tools in HE - Define guidelines to support the flexibility of university policies in the design, organisation and delivery of study programmes<< Results >>The main results and outcomes expected from the D-ChallengHE project are:- A HUB of universities and research centres- A model for training, tools and self-evaluation to professionalise professors and tutors - A pilot to develop engagement tools for students in Higher Education.- Guidelines for online and blended learning: design, delivery, assessment, evaluation of study programmes

SCORE project (https://scorepro.eu/) main objective is to help improve students' achievement and attitude towards STEM subjects and to improve the ineffective use of digital technology by bridging the gap among research and teaching practices. Project partnership is composed of one university (SP), one education institute (RO), three schools (SP, RO, PO) that has ensured the project to be firmly connected with the everyday reality of the school life; and a EdTech company (SP) that put the consortium in contact with the modern entrepreneurial world. This three-country multifaceted consortium has achieved the following results:1. SCORE partnership has developed 6 STEM-Moodle modules aimed to lower secondary school students on Maths (Fractions & Ratios, Functions & Handling Data) and Science (Density, Forces and Energy) using a didactical approach with a focus on using problem-based techniques aimed to develop 21st century skills, such as inquiry, learn to learn and collaboration. These modules (https://moodle.scorepro.eu/course/index.php?categoryid=4) have the following features: - Modules integrate JavaScript based interactive animations in Moodle quizzes mainly using JSXGraph (see example at https://scorepro.eu/jsxgraph) and H5P (see example at https://scorepro.eu/h5p) tools, which allow secondary students to be able to perform function plotting, charting and visualization aimed to enhance conceptual understanding in STEM subjects. - Modules include Computer Assisted Assessment (CAA) interactive activities in order to monitor students results and the effectiveness of the used approaches by means of Learning Analytics methods and tools by taking advantage of Moodle built-in learning statistical system.- Modules have been translated to English and other partners' languages - By using JavaScript & HTML5 technology it is guaranteed that SCORE modules will run in every platform and any browser including mobile devices.2. SCORE project results have been disseminated through more than 10 presentation events at conferences and teacher training activities and through social media (project blog, youtube, ...). In addition, three professional development courses and workhops have been performed, at national level, and four at European level involving in total more than 100 teachers.3. Through SCORE Academy, modules have been piloted by partners and collaborator schools several times in different educational contexts during the project lifespan, involving more than 900 students. Project impact has increased by means of using innovative LTI tools which allow schools easy access to SCORE modules. Project partners have contributed by mentoring teachers in using project materials while they are teaching their own students. As a result of this experience, schools have provided feedback that have contributed to the improvement of materials. Educational researchers and software developers could use project results as examples of evidence-based guidance on effective uses of technology for improvement in STEM achievement.Finally, as long term benefit, SCORE project server will offer permanent access to the materials as examples of good practice and to facilitate networking between the STEM teacher community. SCORE courseware results are freely available as OER (Open Educational Resource) under a Creative Commons license 3.0. Every educator interested can visit the materials at https://moodle.scorepro.eu/course/index.php?categoryid=4 logging in by using her own gmail account.

<< Background >>All consortiumpartners experience the following needs:NEED 1:THE NEED OF POSSIBILITIES FOR INDIVIDUALIZED EDUCATION, PERSONAL COACHING AND TALENT DEVELOPMENTNEED 2:THE NEED OF A BETTER COHERENCE BETWEEN THE TRAINING COURSES AND THE NEEDS IN THE INDUSTRYNEED 3:THE NEED TO MAKE VET EDUCATION MORE ATTRACTIVENEED 4:THE NEED TO ADAPT AND TO IMPROVE THE TEACHING PRACTICEAlong with the changes in the classrooms brought by new digital technologies, changes in teacher training is as well high on the agenda of EU countries. Transnational mobility is a way to exchange viable and efficient teaching practices, as shown in the Eurydice report from March 2021 ”Teachers in Europe. Careers, Development and Well-Being”.OECD reports that innovation in teachers professional development and in teaching practices significantly benefits from using and exchanging (digital) teaching resources.In line with this general framework, the partner schools identified 4 main areas to ameliorate, all being embedded in each school policy or in the institutional development plan: (1) increasing the attractiveness of professional education for all students, (2) improving the teaching approaches by offering personalised learning paths, by involving all students in participatory and attractive learning situations, and by including significant digital learning materials, (3) raising the usability of learning by including updated simulations of manufacture and industrial processes, (4) increasing mutual benefiting collaboration with VET schools in Europe and with companies. Taking in the consideration these needs, the project partners have assembled a possible way to support an important step towards increasing the relevance of learning, inclusion, equitable access to high quality training and resources. Building a collaborative platform with digital resources, on which any teacher could build their own adapted learning path, is the mean that could be properly achieved through transnational collaboration between institutions with different experiences and expertise, various specialisation domains, different approaches to vocational training.<< Objectives >>The scope of the project is twofold, on one hand to propose and validate a way to improve teaching and learning approaches in VET, on the other hand, to promote synergies, cooperation and cross-fertilisation between the different stakeholders active in the vocational education and the industry.Objectives of the project DIGITAL LEARNING PATHS ARE:1) To design and build an online platform for VET, with various learning resources, on which teachers could easily set up adapted digital learning paths for their students.The Digital Learning Paths Project aims to provide a solution to the shortage of good and up-to-date learning materials for vocational education in the different countries.2)To encourage VET- teachers and VET-schools to use (and also develop it themselves) better training methods so that they can meet the increasing need for quality in technical training. As the partners extend from the South to the north of Europe, we aim to achieve this on a European scale.3)To increase the cooperation of project partners (VET institutions) with the different stakeholders active in the vocational education and with the industry.4)Based on the project’ outcomes, to demonstrate to VET teachers, students and different stakeholders (companies, NGOs, research institutes, other VET school) the need for new teaching methods and the benefits of these new methods.5)To identify the contribution of the digital learning paths to the integration of all students (like lateral entrance students or like students with language deficiency), in order to improve the inclusion of disadvantaged learners, the attractiveness and significance of learning for them.6)To promote innovative teaching methods in order to increase the influx into technical education, given the dire shortage of technicians on the labor market.7)To support the development of skills of project partners in project management (especially for project partners with little experience in project management), in educational management: project-based learning and learning paths design (for institutional development as well as for students development).8)To exchange know-how between the different partners and build a strong partnership.The target groups are as following:GENERAL TARGET GROUPS:-VET students in general .-VET- schools in general.-COMPANIES in the technical sectorPedagogical specialistsSPECIFIC TARGET GROUPS -Students with fewer opportunities (from disadvantaged families, language deficiency, disabilities): In all tests (pilot test 1 and 2 of the platform) and evaluation of didactic materials and pilot test 1 and pilot test 2 of the DLP, all partners (except the Spanish partner) will involve students with fewer opportunities.-Lateral entrants (if applicable, these students will be involved in all tests)-Students who want to delve in specific subject matters (if applicable, these students will be involved in all tests)<< Implementation >>PROJECT ACTIVITIES:*Managementpart: project handbook, Internal workspace, minutes of meetings, financial reports by partners, Quality Assessment plan, transnational project meetings (face to face) and on line.*Development of digital platform (customised Moodle- version) (OER- platform)-Preparation-Determining requirements for partners-Questioning conditions platform-Development of platform-Pilot test 1 and 2 of platform-Final delivery-platform accessible EU- wide*Development of digital learning paths in different fields (see below: Results) (OER)-Preparation-Consultation between involved partners-Questioning conditions didactic materials-Development didactic materials-Evaluation didactic materials, pilot test 1 and 2 of DLP*Learning activities:-Learning activity 1 in Romania: Training in Digital Education for teachers.-Learning activity 2 in Spain: Learning activity in Marine Technics for the partnerschool from Croatia/Sibenik-Learning activity 3 in Croatia/ Sibenik: Cross curricular tests of Digital platform and digital learning paths + training in digital tools for students and teachers.* Multiplier EventImportant dissemination event for the OER- digital platform and the accompanying DLP.<< Results >>The project will generate the following results:INTANGIBLE RESULTS (DURING THE PROJECT AND UPON COMPLETION):*For VET- students in general:The use of digital learning paths will stimulate the motivation, independence and professional pride of the students.. Thanks to learning paths, students will have the opportunity to self-evaluation.*For VET- students from the SPECIFIC TARGET GROUP:Each partner will have a number of students from the special target group participating in the project. During the project they will receive the positive incentives from the innovative educational approach with digital learning paths. This increases the chance that they will successfully complete their studies. Lateral entrance students will have the possibility to make up their shortages.* For VET- schools and VET- teachers:For VET teachers, the learning paths will lead to a greater success experience, as they will be able to better guide pupils from the specific target group. in this way the relevance of the schools for the industry will increase. Each Partner School will be able to spread the learning paths to other schools, expanding their network.*For the companies:Companies will have the opportunity to add their own developed learning paths to the platform. In this way they can increase their influence on VET education and promote mutual communication.The implementation of an international network is one of the possibilities.TANGIBLE RESULTS UPON COMPLETION OF THE PROJECT:The project Digital Learning Paths (DLP) will develop a platform and several digital learning paths in different fields. PROJ RES 1: DIGITAL LEARNING PATH PLATFORM (customised version of Moodle)PROJ RES 2: DLP IN THE FIELD OF THEORETICAL AND PRACTICAL MECHANICSPROJ RES 3: DLP IN THE FIELD OF AUTOMATION AND ROBOTICSPROJ RES 4: DLP IN THE FIELD OF CONSTRUCTIONPROJ RES 5: DLP IN THE FIELD OF MARINE TECHNICSPROJ RES 6: DLP IN THE FIELD OF CENTRAL HEATING