The ASAP Project was addressed to design and experiment appropriate Curricula for supporting the passage from physical to digital production in the publishing sector. The first step was addressed to map the new needed skills and competences as a basis for the creation of the curricula, showing the specific challenges on:• definition of the anticipated short and medium term changes and the new trends and best practices in education and training for the Publishing Sector• implementation of a link between the skills needs/competences gaps and the learning outcomes.Taking into account the impact of the changes in the competences and skills, the following phase of the ASAP project proposed an evolutionary map of the skill needs and designed and delivered flexible training programmes (one for each area of the publishing supply chain) that, according to EQF/ECVET standards, have provided employees, but also unemployed, self-employed, low skilled employees and young VET students the opportunity to update their professional skills and knowledge covering the gap related to the lack of specific skills determined by the “digital revolution”.In particular, the programme is composed of 5 specific professional profiles of the publishing sector (Specialist in production, Specialist in Design, Editor, Specialist in Marketing and Sales, Specialist in Publicity and Communication), one for each step of the publishing supply chain (Production - Design - Editorial - Marketing and publicity - Distribution and sales). A transversal module was developed with the goal of introducing the main innovation of the publishing sector. The profiles are indeed declined in Learning Units and ECVET points are attributed. For each occupational profile the “more innovative” unit is developed into the ASAP MOOC (Massive Open Online Platform); this way the ASAP project gives also the opportunity to attain the course entirely on line.The ASAP consortium believed that workers of the publishing sector who wish to successfully transform themselves into digital skills experts must learn to leverage their existing brand and professional approach considering the new digital channels, and to reduce their traditionally heavy dependence on the traditional skills and competences. So, the idea behind the work done is to support a step-by-step transformation and to lead the learners through a path of improvement where at the beginning they would seek for a fulfilment of their specific needs and at the end they would be ready to face the labor market with updated and new acquired skills. The project promoted a wide cooperation among the different stakeholders using a participatory portal and the MOOC for making the contents at the disposal of a massive target group (it can become the first MOOC of the Publishing Sector), also after the formal end of the project.In the MOOC, each unit is composed by: •Video Lessons (mother tongue video, one for each profile) = minimum 01:00 hour • Reading Materials = at least 30 (10 for each learning outcomes)• Other Videos / Reference materials = at least 30 (at least 10 for each Learning Outcome)• Tasks = at least 12 (4 for each learning outcome)• Assessment exams = Assessment exams = at least 45 quizzes for the assessment of each Unit (for a profile 180 quizzes)All these materials are produced in original, in all partners languages and for all the 5 professional profiles.A wide piloting has been conducted with 1082 learnersFinally a Memorandum of Understanding was signed among the VET partners through which they agree to: - formalise the ECVET partnership by stating the mutual acceptance of the procedures for assessing competences coherently within the ASAP model - define the procedures under which credits, in partner systems, can be achieved and recognized - design specific arrangements for credit transfer for learners for each specific mobility period- continue the LO Units Testing.

VRAILEXIA “Partnering Outside the Box: Digital and Artificial Intelligence Integrated Tools to Support Higher Education Students with Dyslexia”Students with dyslexia encounter several difficulties during their university career, leading to a greater rate of drops out with respect other kinds of students. Nowadays, tools for dyslexic students are mainly focused on primary and secondary school; conversely no standard methodologies are proposed for Higher Education. Starting from the attitude to visual thinking and creativity of dyslexics and their evidence neurodiversity. VRAILEXIA will develop learning tools and services for University dyslexic students to assure equal access and opportunity of success during their academic career and their lifelong learning experience.VRAILEXIA by using virtual reality and artificial intelligence will implement an e-learning adaptive digital tool (BESPECIAL) for supporting students with dyslexia. As a long-term objective VRAILEXIA will propose a sustainable teaching and training pattern for HEIs to allow them to boost their own strengths counteracting their seeming weakness.Moreover, VRAILEXIA wishes to emerge the mastery of thinking out of the box exploiting the ability to explore creative and unusual ideas that are not limited or controlled by rules or tradition.VRAILEXIA outcome is a network of HEIs piloting Hub engaged on a MoU for developing inclusion strategies for dyslexic students and enhance their opportunity of success during the academic career and integration into the labour market.VRAILEXIA’s general objective aims at changing the perception and implementing a tool to overlap dyslexic’s main difficulties with a positive impact on empowering their motivation and self- esteem. Consequently it will breed a common procedure within European Universities to assure services and learning environment based on student-centred vision and Universal Design Learning. The perspective is to enable Universities to develop strategies for inclusion of untapped students’ talents and strengths.Specific applied objectives:1.Design, develop and validate of “BESPECIAL” a digital tool for supporting students affected by learning disabilities, dyslexia in particular, through an e-learning platform based on artificial intelligence (AI) to automatically customize itself and adapt its contents to the dyslexic students’ needs. 2.Develop Virtual Reality test for the assessment of dyslexia profiles and for monitoring the level of motivation, anxiety, development of soft skills after the use of BESPECIAL. 3.Implement 2 training pilot paths for HEIs in order to implement respectively: a) training course for HE teachers to respond to the lack of competences and awareness in student- centred teaching methodology such as UDL b) a Pilot Crash Course on Creativity and Entrepreneurship for university students in order to boost up their visual thinking and mind-set skills.4.Assure the transferability of competences acquired during the training course in order to spread the student-centred approach within the HEIs;5.Build an OER Repository with a categorization of teaching and learning materials based on Universal Design principles available on line and specific contents developed within the project;6.Set up a MoU for clustering the actors/stakeholders to generate a European Network fostering a common strategy of inclusion within Higher Education targeted for students, teachers, administrative staff and as well Associated partners.VRAILEXIA leads to the following tangible results:--sustainable tools to support Higher Education providers in implementing inclusive learning approaches for dyslexic students;-an adaptive learning environment based on Informed Artificial Intelligence for supporting students with dyslexia;-a set of VR tests and a ‘strategy based on student- centred methods’ in order to motivate them in their lifelong learning process;-a common pattern shared within the network of Piloting Hubs fostering Universities capabilities to become innovative centres in supporting all students in their academic and job career.

"<< Background >>Digital technologies in education are an area of strong development in innovation in all sectors of higher education. However, in music education, this process is held back by difficulties in the development of training in instrumental and vocal practise, which may be particularly complex in the case of multiple performers who play and/or sing together, particularly in the example of chamber music. Performing together cannot be assimilated to a lecture or discussion, in which teachers and students interact verbally. As a result, the didactical development for the primary departments in this area is stalled, although there are some promising technological solutions. It is necessary to test these solutions in the academic environment to see how well they meet the needs of higher education. This could be the starting point for a methodological, technological and organizational study toward an overall assessment of current technical possibilities and their possible practical uses, by creating a specific model of integrated digital didactics tailored to the needs of higher education in chamber music. The research and development of new tools, materials and pedagogical models for higher education in music will respond to the needs of the sector at various levels: 1) for teachers, to define some categories of teaching activities that can be completed with the use of digital technologies and their technological requirements, together with the required digital skills and any necessary training to achieve these skills; 2) for students, to define requirements for equipment, technologies and digital skills needed to participate in such ""digitalized"" activities; 3) for directors, to define the requirements, available options and levels of implementation for the organization and facilities in institutions of higher musical education.<< Objectives >>The main objectives of the project are to: -- analyze the state of the art in digital technologies suited to teaching practices in chamber music, with particular reference to solutions for synchronized live streaming between different environments, thus allowing several musicians to perform together while distanced; -- explore the different types of usage and educational settings in which digital technologies could find a valid application, in addition to analyzing related requirements in technological and digital skills of teachers and students; -- define a model of integrated digital education specific to higher education in chamber music in various forms, such as integrating instruction live and through distance learning. This is proposed by means of digital technologies adopted for students in attendance in order to develop their ability to use music technologies, and through the creation of mixed live / virtual music classrooms with part of the students in live attendance and others participating through distance learning;-- articulate the model on different levels in order to make it applicable in different contexts with different needs and means; -- offer a concrete and immediately applicable contribution to higher education in music in terms of an innovative methodological model for integrated digitalized education in the field of chamber music; -- make available to the sector recorded tools and resources to facilitate the application of the method;-- propose, through the direct and indirect impact of this project and by the dissemination of the project results, validation for the integration of digital technologies in chamber music instruction in higher education in music, particularly in consideration of the fact that this instruction is currently held back by the lack of specific research.<< Implementation >>The following primary activities are planned in order to achieve the project objectives: - a collection of best practices in the use of digital technologies in higher music education; - research on the international state of the art in digital technologies for streaming available through open source applications; - analysis of the needs for integrated digital teaching in higher musical education, with particular reference to chamber music; - elaboration of an innovative methodological model for integrated digital didactics in the sector, applicable at different levels and in different situations; - analysis and documentation of the requirements for the implementation of integrated digital instruction in higher music education at different levels, including requirements for equipment, internet connectivity and any technological skills required of teachers and students; - collection and archiving in an open repository of digital educational content useful for the implementation of the proposed innovative teaching methods in this specific field; - training of both teacher and researchers in project partner institutions to develop and test the methodology, texts and tools of the project; - project pilot testing in the participating conservatoires from 6 European countries (IT, RO, HU, ES, BE, SI) for field verification of the proposed model of integrated digital education in chamber music; - production of documents, materials and tools useful for the development of innovation in higher education on chamber music content consistent with the outcomes of the pilot testing; - wide distribution of the model and results throughout Europe and internationally.<< Results >>The IVMS project is expected to produce: - Project result no. 1: a research report on “Digital technologies in Higher Education for Chamber Music. State of the Art Analysis” ; - Project result no. 2: the “New In Media Stat Virtus Method for Distance Training in Vocal – Instrumental Chamber Music: Guidelines for Teachers ; - Project result no. 3: the “New In Media Stat Virtus Method for Distance Training in Vocal – Instrumental Chamber Music. Handbook for Applied Technologies” ; - Project result no. 4: the web database of educational resources “In Media Stat Virtus Repository: digital OERs for training in vocal – instrumental chamber music”; - Project result no. 5: the distance learning program for teachers “eCourse – Introduction to the In Media Stat Virtus method for the development and delivery of distance training in vocal – instrumental chamber music”; - Directed experimentation and validation of said results in six European institutions of higher musical education and/or conservatoires; - European and international distribution of the results through events open to professionals in the sector in six countries and the open distribution and online use of results."

"Against BubBLEContext/background:Bullying is an increasingly expanding phenomenon in all European countries. Numerous studies have been done on the dynamics that characterize it and on the numerous negative effects that this produces in students. The control and prevention of the phenomenon is still difficult to manage because very often the boys are resisting to report these episodes, not only for the consequences that this would have on a social level, but also for fear of any reactions. The monitoring of these behaviors is even more difficult if the victims do not have the tools to recognize them, let alone a social network that supports them. We're talking about guys with autism spectrum disorder. The few studies on the subject show that the peculiarities that characterize them make them ideal victims, so much so that, compared to boys without disabilities, they are 4 times more likely to be bulled. More and more European countries are adopting an inclusive education, but to be defined as such it must ensure that it is created as a safe and suitable environment for everyone's needs.Main objectives:With our project we aim to fight and prevent the phenomenon of Bullying against boys with high functioning autistic spectrum disorder (and the Asperger Syndrome), but not only, involving all the figures that are part of the boy's life context and that they play the role of main actors in this phenomenon.Our goal is to create a good practice that can then be adopted by other European countries not participating in the project and that can be adapted and revised also to combat different types of discrimination, which are victims of the most varied subjects.Through all these objectives we hope to make a strong contribution to the realization of what we hope will soon be an inclusive school, in the full sense of the term.Description of activities:We have divided our activities in four intellectual outputs: A study on Needs Analysis based on desk survey and in field questionnaires involving teachers and Administrative, Technical and Auxiliary staff, parents of guys with high functioning autistic spectrum disorder (and the Asperger Syndrome) and students between 10 and 14 years old from partner countries' schools; Planning of customized educational activities respectively aimed at teachers, Administrative, Technical and Auxiliary staff and parents of preadolescents with high functioning autistic spectrum disorder (and the Asperger Syndrome), with teaching methods that involve active participation, in order to provide them the guidelines and tools necessary to learn more about the phenomenon of bullying adolescents with autism spectrum disorder, to recognize it, to counteract it and prevent it. Development of a Tool Kit for early detection of risky bullying behaviors involving ""blue"" pupils with ASD, allowing an ""active surveillance"" of key signals. This tool will be customized in three different versions for teachers, Administrative, Technical and Auxiliary staff and parents of ASD students; Preventive action based on involvement of all students in socialising drama-based performances to develop knowledge and understanding of diversity and (on the other side) the ability of ""recognise"" bullying attitudes of the others, so as to defend their comrades and denounce such behaviors.Methodology:Forms of experiential rather than frontal learning will be preferred, using alternative techniques, such as the flipped classroom, the realization of theatrical activities, through which it aims to promote peer empathy and awareness of the phenomenon of bullying. The materials produced will be published on the project's webpage, which will provide step-by-step guidelines and video links that will lead to the project's YouTube channel, from which other schools will be inspired to design interventions to prevent and combat bullying.Desired results, impacts and long-term benefits:We hope that following our project, students will develop a greater sensitivity towards this phenomenon so as to be ready to denounce these behaviors, but above all to avoid their implementation.We also expect teachers, parents and Administrative, Technical and Auxiliary staff to have gained more tools for signal recognition and prevention of bullying in schools."

"The main aim of the ""CLIL for Young European Citizens"" (CLIL4YEC) Project is to promote the use of Content and Language Integrated Learning (CLIL) in Primary School, in order to develop European citizenship, Environment Preservation, Basic Financial Education, three relevant issues for a better european integration and wellness. In this project, CLIL moves a step forward, from integration of language learning and curricular subjects to cross-curricular and intercultural education for European Citizenship and the development of key competences and basic skills. There are broad, universally relevant topics that are closely tied to the intercultural dimension. In this field CLIL can open up new possibilities for Primary Education, e.g. virtual exchanges and on line peer-to-peer collaboration across countries and cultural spaces, monitored by teachers and families.CLIL4YEC is deeply linked to the enhancement of digital skills. In fact the project will: i) enable teachers to find, share, and reuse Open Educational Resources using a dedicated original online OER repository concerning European citizenship, Environment Preservation, Basic Financial Education; ii) help teachers to adopt innovative practices - designing original lesson plans - that will involve both schoolchildren and parents in the learning process. Several analyses underline that CLIL leads to greater intercultural awareness (Coyle, D., Hood, P., and Marsh, D. 2010, CLIL, Cambridge, CUP; Coyle, D. Holmes. B. and King, L. 2009, Towards an integrated curriculum: CLIL national statement and guidelines, London, The Languages Company.) and is “a tool to explore and construct meaning” in a “a meaningful context”. With CLIL “learners can engage in deeper learning about themselves and others, and, at the same time, experience the process from the perspective of their counterparts” (Ena Harrop, Content and Language Integrated Learning (CLIL): Limitations and possibilities, Encuentro, 21, 2012; Coffey, S. 2005 Content-based learning, in Cerezal, F. (ed.) De la Práctica a la Teoría: Reflexiones sobre la enseñanza y el aprendizaje de inglés. pp.49-62. Alcalá de Henares: Universidad de Alcalá). CLIL4YEC adopts CLIL to support and enhance cross-curricular education on three topics linked to each other and correlated with wellness and growing in the EU: educate schoolchildren to become European Citizens, help them become aware of the main Environmental issues (using a an international language to describe enviromental issues: it is not irrilevant that Greta Thunberg is a Swedish young girl using english to promote her ideas), and develop basic financial skills (important to make schoolchildren aware of the elements necessary to create and produce work). To reach its goal, the project produces seven IOs in direct connection with European priorities (Promoting a comprehensive approach to language teaching and learning; Open education and innovative practices in a digital era; Supporting individuals in acquiring and developing basic skills and key competences): 1) CLIL and Young European Citizens. How to use Content and Language Integrated Learning to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren – A Report on the State of the Art; 2) Census of OERs to be used for CLIL in Primary Schools for Cross-Curricular Activities on the Topics of European Citizenship, Environment preservation, and Basic Financial Education; 3) Development of a CLIL OER Repository with Sharing & Rating Functions; 4)A Guide Addressed to Teachers on how to Use CLIL in Primary Schools for Innovative Activities on Cross-Curricular Topics: European, Intercultural and Global Citizenship, Environment preservation, Basic Financial Education; 5) A Guide Addressed to Teachers on How to Involve Pupils’ Families in CLIL Activities for European Citizenship, Environmental awareness, and Basic Financial Education; 6) e-Course(s) Addressed to Teachers and Families on How to Use CLIL to develop European Citizenship, Environmental awareness, and Basic Financial Education in Primary Schoolchildren; 7) CLIL Materials for Teaching on Cross-Curricular Topics: 18 lesson plans on European, Intercultural and Global Citizenship, Environment, Basic Financial Education.The project’s target groups are: Primary School's Teachers; Primary Schools; Primary School's Pupils; Parents & Families of Primary School's Pupils; Trainers of Primary School's Teachers; Universities, Language Schools and other organization that specialize in training Primary School's Teachers.The project has been defined by the already established partnership between Applicant Organisation, 7 organisations that participated to the previous Erasmus+ Project ""CLIL for European Children"" (2015-2018), 2 new partners from Spain, a country where CLIL has been used since a long time. The partners are representative of both primary and tertiary education in four countries (IT, PT, RO, ES)."