The project ‘recreaMATHS’, is intending to shift the teaching of mathematics to kindergarten, by providing the kindergarten educators and formal/non-formal STEM education providers with meaningful non-formal tools which shift the emphasis from “numeracy skills” and ‘skill and drill practices' to teaching the ‘language of math’ by aligning to this spectrum both the content and the pedagogy of the material produced. As per Southey (2014) “[w]hen numeracy is framed as competency around ‘number’, educators may limit the possibilities for children to make meaning about their world in a range of mathematical ways”. As per this Vice president of Early Childhood Teachers’ Association “[w]hen math is viewed as a language with particular ways of framing the world, educators are more likely to use child-centered practices” (Southey, 2014). Taking this into consideration, recreaMATHS along with its inherent methodologies are targeting towards the following results: (a)The formation of a unique mathematical approach for kindergarten educators which frames mathematics not just as a competency around number, but as socio-cultural product as well as a multifaceted educational field, through a journey of its demonstrated applicability in everyday life, technology, culture and arts, as well as through its correlation with the European cultural heritage. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approaching simple math concepts and reasoning for preschool ages, thus helping the students to develop skills related with “Mathematical Discourse, Logic and Reasoning”.(b)The familiarization of kindergarten educators with the utilization of digital tools and technological innovations (e.g. 3D modeling, printing, publication software) for the construction of modern math manipulates that serve their peculiar educational needs and objectives(c)The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and Visually impaired students, as well as for students with SLDs.By employing methodologies, such as “game-based pedagogies” and “experiential learning” as well as by assimilating the concept of “mathematical exhibitions/ math exhibits” that has widely been adopted in order to conceptualize and delineate both the work and vision of the most reputable Math Museums worldwide, the project recreaMATHS aspires to bring math museum- oriented methodologies in kindergarten classrooms. Such decision, has been based on the rationale that math museum activity is capable of changing the perception of mathematics, especially by developing and strengthening its own language, different from the school language and the scientific popularization. -4 INTELLECTUAL OUTPUTS: *1 methodological guide which aspires to set the ground for the formulation of the synthetic elements of a solid and coherent pedagogical approach.*A sophisticated collection made up of 5 mathematical e-books for kids (4-5 years old) and a second version for children 6-7 years old that could be used in kindergarten and primary schools’ classrooms, both endowed with animations, illustrations and audio material/recordings. A Creation- Kit on mathematical e-books appealing to educators, which aspires to guide the latter on the creative, pedagogical and technical aspects of generating tailor made E-books on math- from scratch. *An entire collection of 12 hands-on plus 2 Virtual Mathematical exhibits for kindergartens, based on the principles of experimental learning and play-based pedagogies. The exhibits will be accompanied by their blueprints, relevant info and pedagogical guidelines, but also by relevant workshops and lesson plans.*A concise 20-hour Module on 3D modelling, printing and photogrammetry which endows kindergarten educators with the appropriate know-how on how to utilize a computer aided software with the aim to ideate, design, illustrate and print out their own math manipulatives and three-dimensional exhibits. A creation kit composed of design maps, thoroughly analyzed instructions and ready-to-print designs (3D) of the 12 mathematical exhibits. -NATIONAL WORKSHOPS (under the IOs): * The entire IO2 methodology (E-books and Creation Kit for math E-books) will be transmitted to kindergarten educators and students. It’s been estimated that 200 students and 25 kindergartens in total will participate during the national workshops. * A 20-hour training course on 3D Modelling for the creation of interactive math exhibits/tools/ games in each partner country with the participation of at least 10 kindergarten teachers/STEM educators and educational providers *After their printing, the hands-on exhibits will be experienced by the students of national kindergartens of each country. It’s been estimated that 200 students and 25 kindergarten teachers in all the partner countries together will participate during the national workshop

"Lors de la rédaction de ce projet, les partenaires avaient identifié que les compétences numériques sont aujourd'hui extrêmement importantes sur le marché de l'emploi. Elles sont utilisées et attendues dans plus de 90 % des métiers. Les outils de communication sont désormais nécéssaire dans tous les secteurs professionnels. Une fiche d'information publiée en septembre 2017 par la Commission européenne (""A Digital Europe needs Digital Skills""), mentionnait que seuls 56 % des Européens âgés de 16 à 75 ans possèdent au moins des compétences numériques de base. Il nous paraissait important de fournir une formation adaptée au public qui souhaite s'insérer dans la vie professionnelle, et cette formation devait pouvoir s'inscrire dans un apprentissage tout au long de la vie. C'est pourquoi nous avons décidé de produire une formation en ligne, open-source, sous la forme d'un MOOC.Nous avons identifié que les nouveaux médias : Réalité augmentée, réalité virtuelle, vidéo à 360°, publications enrichies partent à la conquête de nos écrans, de nos pratiques culturelles et professionnelles et révolutionnent ainsi notre façon de produire et de consulter des contenus. Néanmoins, bien les Européens soient en contact quotidien avec ces nouvelles formes de contenus enrichis dans leur vie professionnelle et personnelle, peu d'entre eux connaissent leurs moyens de production, leur coût, leur utilisation.....Ces nouvelles technologies sont souvent perçues comme complexes, coûteuses et réservées aux spécialistes et suscitent souvent des réticences, voire de l'anxiété lorsqu'on nous demande de les utiliser ou de les mettre en œuvre au sein d'une entreprise. La méconnaissance d'outils de création faciles à utiliser accroît le fossé entre les ""spécialistes"" ou les ""geeks"" et l'ensemble des professionnels. Les partenaires ont créé et mis en oeuvre une formation européenne sur les pratiques et les outils nécessaires à l'utilisation de 6 technologies impliquées dans la publication et la diffusion de contenus augmentés : l'EPUB 3 (standard du livre numérique), Réalité augmentée, Réalité virtuelle, Vidéo 360°, Vidéo interactive et imprimés augmentés. En pratique, le project Digital Innovative Media Publishing for All regroupe:- Un MOOC de 6 semaines, sur 6 nouvelles technologies de publication de contenus enrichis, disponible sur la plateforme CourseNetworking dans les 4 langues du partenariat ainsi qu'en Anglais- Des boîtes à outils logicielles et des banques de ressources permettant l'appropriation et la réalisation de ces nouveaux médias augmentés- Des modèles réutilisables, exemples et tutoriels afin de se familiariser rapidement avec les technologies abordées,- Des fiches explicatives,- Un guide de mise en œuvre de la formation, adressé aux formateurs, afin de permettre la ré-appropriation, l'exploitation, et la diffusion des contenus produits lors de ce projet. Ce projet s'adresse aux apprenants de tous âges impliqués, mais aussi aux formateurs et enseignants impliqués dans les secteurs de la formation professionnelle continue. Le MOOC (Massive Online Open Course) est accessible à tous. La plateforme utilisée, ainsi que la publication des contenus sur la license Creative Commons permettent son utilisation et/ou sa ré-exploitation sous la forme de modules ou dans son intégralité, en fonction des besoins. En outre, nous avons accordé une attention spécifique à la mise à disposition du contenu pour tous, afin d'éviter de laisser certains apprenants sur le côté. Les contenus ont été adapté autant que possible aux personnes souffrant de troubles spécifiques de l'apprentissage (TSA) qui représentent 8 à 15% de la population en Europe.Durant la période de test puis de réalisation du MOOC, nous avons communiqué et travaillé avec plus de 650 professionnels (apprenants et formateurs).Lors de la période de mise en oeuvre du MOOC, nous avons fourni une certification d'apprentissage pour nos apprenants ayant poursuivi l'ensemble des modules requis : ce certificat vaut 1 ECVET. La diffusion du projet a été impactée par la situation sanitaire COVID19, nous avons reporté nos efforts sur l'organisation d'évènements multiplicateurs en ligne, un gros travail de communication sur nos réseaux sociaux, la création de vidéos archivées sur la chaine youtube DIMPA du projet. Ces actions nous ont permis de toucher plus de 3 000 personnes. Le projet DIMPA est conçu pour fonctionner désormais de manière indépendante. La formation est ouverte à tous, sans délai de réalisation. Chaque partenaire a la possibilité de certifier les stagiaires par l'attribution d'Open Badges. Nous avons autorisé sur la plateforme la traduction, l'importation et la réutilisation des contenus produits par le partenariat. Grâce au guide de mise en œuvre de la formation, nous espérons que la communauté VET et les formateurs s'approprieront les contenus dans les années à venir."

“TOUR FR(I)END- Friendly Redesign of Inclusive Experiences N’ Destinations for Deaf people” (TOUR FR(I)END) project aims to empower Deaf and hearing impaired people’ Inclusion and Development of Career opportunities of young people by Cultivating the Use of International Sign language in the field of tourism through a phygital toolkit and a serious game. The 2019 OESC report provides strong evidence that young people (15-24) in Europe are struggling to find work (15% of them are unemployed). On the other hand tourism is accounted in 2018 for 12.7 million persons employed. One of the most significant attempt in tourism is to create products and services that are accessible. However very few efforts have be done in terms of accessibility of Deaf people. The Statista (2015) estimated that 119 million people in the whole of Europe were deaf or hard of hearing. As “Tourism activities of Deaf people” (2013) research reveal the greater barrier Deaf people meet, is No Sign language provision. The vast majority of Deaf people suggest having the possibility to talk in sign language during a trip will enhance their accessibility and choice of destination. BLS predicts a 29% increase of interpreters of Sign language by 2024. TOUR FR(I)END proposes an innovative methodology through a phygital toolkit and a serious game, for developing both deaf and hearing young people skills competences and employability, as well as enhancing the accessibility in Tourism. More specifically the outputs of the project involve:O1- Methodological guide of TOUR FR(I)END projectO2- Learning training guide for basic skills of people working in touristic industry (especially in terms of language, dialogs etc)O3- Learning training guide for learning basic sign language phrases using them in the field of tourism (hotels, airports, booking companies, tourist offices etc)O4- Learning training guide for trainers focusing on touristic industry basics, international sign language and use of created game-toolO5- TOUR FR(I)END phygital Serious GameOBJECTIVES of “TOUR FR(I)END” project:-To promote social inclusion of Deaf people and accessible tourism-To support deaf and hearing young people (18-24) in acquiring and developing basic skills and key competences in the field of accessible tourism-To create an innovative phygital toolkit and serious game promoting open education and innovative practices in a digital era-To strengthen youth trainers, coachers, career advisors and relevant professionals skills-To create an innovative and efficient toolkit that youth trainers and relevant professionals can implement to their workTARGET GROUPS of the project are:-youth organisations, training centres, social innovation centres, organisations that deal with gamification processes (employees/ researchers/ youth trainers/ youth workers/ other professionals), institutions dealing with inclusive and accessible tourism/ disadvantaged groups/ deaf or hard of hearing people/ entrepreneurship education)-organisations that fall in the travel and tourism industries, namely the total of all businesses that directly provide goods or services to facilitate business, pleasure and leisure activities away from the home environment (tourism executives, hotel staff, travel agents, tour guides, HR managers)-deaf associations and sign language schools (deaf or hard of hearing people). The project meets a transnational need for innovation in the field of assesible tourism for Deaf people through a phygital toolkit and serious game.The partners Les Apprimeurs (France), CiP (Cyprus), Challedu (Greece), Enjoy Italy (Italy), SCS LogoPsyCom (Belgium), comes from different backgrounds and are capable to create a holistic approach. The materials and method that will be developed through the project, will be of globalinterest and will have the ability to be applied in different environments.

<< Background >>Homework is a cornerstone of the different school systems in Europe. It is not always described as such in official documents but in practice all students have to spend a sizable part of their afterschool time doing it. And yet the topic is debated with numerous studies arguing in favour or against homework, analysing if homework is effective or how much time it should take. When compiling different studies (ex: Cooper 2006), the effects seem overall positive but are associated with potential downsides such as “physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time”. Different research also shows that the socio-economic status of the student and family support impact these outcomes. So, if homework has the potential to improve learning but its actual positive effect is not important enough and diminished by circumstances, what can be done? Some voices advocate for its suppression, but a more constructive way is to work on how homework is done and to improve its quality.Using abundant literature research on the topic, we can identify 5 fundamental characteristics of effective homework (Vatterott, 2010):•Purpose: Assignments are meaningful, and students must understand its purpose and importance.•Efficiency: Homework should take reasonable time and needs to involve some hard thinking.•Ownership: Students who feel connected to the content learn more and are more motivated.•Competence: Students should feel competent in completing homework and so we need to abandon the one-size-fits-all model. Homework that students cannot do without help is not good homework.•Inspiring: A well-considered and clearly designed resource and task impact positively a student motivation.The need to improve the quality of homework is even more stressed by the COVID19 as the quantity of self-study or homework has increased intensively. Among the most noted consequences of this situation were the reinforcement of inequalities in learning and the disengagement of students as assessed by analysists but also teachers, specialists, or parents. Therefore, to increase its quality, we intend to propose a new format of homework using storytelling, gamification, and game-based learning to address the 5 characteristics above. This adventure homework format will present series of tasks under the form of a story with different pathways including in-story support for struggling learners. While this will not be sustainable for 100% of homework, it will help re-engage pupils and associate the concept of homework with something positive. The level of retainment of information will also increase thanks to gamification mechanisms imbedded in the class materials, as it is proven that Gamification and Game-based-learning have a higher rate of information retainment than classical learning techniques.This adventure homework format could be suited to all school topics, but for practical reasons we will focus on one topic to provide the most accurate content possible. Therefore, we have decided to first tackle one of the key issues in European learning, the STEAM (cfr. underachievement level in PISA studies 2018), as it is one of the matters where learner’s (dis)engagement is the highest.<< Objectives >>The main objective of EduGRAAL is to boost the students’ achievement results and engagement at school, by improving the efficiency and engagement of Homework through gamification and storytelling techniques applied to homework. This objective is particularly important in the current Covid climate which forces the education system to work remotely more often than not. Teachers would be better equipped to weather the remote learning situation with these tools. As this Game-based learning or gamified learning is essentially more oriented towards learning-by-doing, it is especially useful to apply in the STEAM subjects, as those tend to be more abstract and difficult in terms of pupil engagement. The continuation of the development of key competences is of the utmost importance to the good evolution of the pupils. This project therefore aims at creating innovative and creative pedagogical tools to be used in a homework context in order to engage pupils in a homework adventure. And by doing so, we will encourage the development of basic skills as described in the priority: by promoting cross-curricular collaboration in the same adventures which is an innovative learning approach that is focusing and engaging learners in a competence-based revision, integration or assessment system. In addition to this central objective, our project will also respond to other priorities listed above:1)The usefulness and efficiency of this cornerstone of school education is heavily debated among scholars and from time to time in the public/political field. With this method, we therefore intend to provide teachers with an alternative assessment tool and method for the homework done by the students.2)An additional priority, but which will be transversal to the whole project, is to ensure the inclusivity of the method and tools developed. By presenting itself under a different, more engaging / less stressful format that will rely on a variety of skills and applications to reach the next steps of the homework adventure, the method will benefit the pupils most in need for engagement and support including the ones with learning disorders as well as most of those struggling in school for various reasons (migrant background, socio-economic difficulties, etc). In addition, a special attention will be on the positivity of the approach (by insisting less on failure and more on progress) and on the format of the content where all results will be suitable for people with learning disorders (in terms of presentation, layout, phrasing, etc)3)While we will not limit ourselves to STEAM education in this project, the STEAM subjects are most likely to be even more affected by a lack of engagement from the pupils, especially in homework. Hence, they are going to be a focal point of this project to open the way to gamified homework all across the board of academic subjects. STEAM education is an essential step to the development of our fast-paced society. In the school sector specifically, a secondary goal of this project is to increase the levels of achievement and interest in STEAM education.<< Implementation >>This project will produce several results, leading to two subsequent testing phases organised in all partner countries. To reach these tests, we will begin with the creation of the first result, by building a first batch of Homework Adventures. Once the first batch is well on its way of being created, the expert partners will begin the creation of the second result, an eLearning module about how to create Homework Adventures, by building on their experience. This eLearning module will allow the teachers and education professionals to have a step-by-step method to follow in the creation of their own Homework Adventures. This first batch will be tested in schools by both pupils and teachers and will be modified and improved as needed. The participants in these testing phases will be interviewed in order to get their impressions, good practices and experience using the material and the partners will learn from this first testing phase in order to improve the first batch and to create a more complex and efficient second batch. As the first testing phase begins, the launch of the creation of the fourth result, an implementation guide, is done. This guide will be based on the invaluable input of the field testers, as the first users of all the project results. Additional feedback on best practices will be gathered by the partners in order to help set the improvement needs and the best practices for both the second batch and the use of the results post-project development. In parallel of the first testing phase, partners will begin to build the third result as well; a Toolbox of pedagogical tools, visuals, practical sheets and templates, in order to further enrich and polish the Homework Adventures and to create building blocks for teachers when they will create their own Homework Adventures. This Toolbox will be translated by the partners in their national languages. As all results progress, a second batch, using the experience gained in the first batch and the feedback from the first testing phase will be created with both gamification experts and schools. As the second batch is being field tested in schools and by education professionals, required improvements on all results are set in place and final modifications are done. The additional feedback is also being incorporated in the Implementation guide. All results are translated in all languages of the partnership and uploaded as OER on the website and eLearning platform.<< Results >>Project partners intend to create efficient, engaging pedagogical materials and tools for teachers in order to implement an innovative gamified Homework methodology with their pupils that will boost the efficiency and engagement rate of pupils in remote work, and more specifically, in Homework. The methodology will be based on the concepts of Gamification and Game-based-learning, as well as incorporating some creative storytelling. More specifically, the outcome of the project is to boost the achievement rate of pupils in basic skills fields, especially in STEAM, by raising the efficiency and engagement rate of homework through Gamification. Practically, over the course of the project, we expect different types of impact. There will be both concrete intellectual results that will be created as well as more general results.The concrete intellectual results of the projects will be as follows:The first result will be a series of 18 ready-to-use homework adventures in different formats to get inspiration for the homework creation. This will include a short presentation that will introduce the project, how it is articulated and make a quick overview of the concepts of gamification, game-based learning and gamified homework and the different pedagogical benefits that using this technique can have on the pupils’ performance. The second result will consist in an E-learning Course on how to create your own homework adventure and how to leverage them to increase pupil learning. This e-learning course will accompany the teacher or education professional step by step in the creation and usage of their homework adventure. The third result will be a Pedagogical Toolbox containing all materials and practical sheet on specific gamification materials that the teachers may need in order to create their homework adventures. This result will contain a minimum of 100 items.The fourth result will be an Implementation guide that will help the teachers put their gamified homework into place, with its rules, frequency, delivery system, homework hand-in system, etc.These results will be created in English first, and then translated in all languages of the partnership (IT, FR, ES, HU, GR). The results on the target groups will be: •Strengthening the profile of teaching professions by enhancing the teacher’s initial education and continuous professional development through the promotion of Game-based and competence-oriented teaching and learning.•Increasing the levels of achievement and interest in science, technology, engineering, and Mathematics (STEM) by using Gamification and Game-based-learning with a cross-curricular approach.•Providing inclusive and engaging materials and tools for all learners, including for pupils with SLDs •Providing practical methodology to make pedagogical materials more inclusive for all learners, especially for those in need of special support in mind (e.g. children with a SLD or children from disadvantaged socio-economic background, children from a migrant background, girls) in order to develop high quality childhood education.•Raising awareness of the importance of Europe’s cultural heritage through education, lifelong learning, informal and non-formal learning. In terms of communication result, we are planning the following:•A project website•6 multiplier events with a total of 200 attendees•1000 users of the Open educational resources•700 educational institutions, professionals or groups contacted•50.000 people reached through the communication campaign•At least 10 associated partners by the end of the project

Specific Learning Disabilities affect about 15 % of the general population, unfortunately teachers are scarcely aware of the impact of such disabilities on school life. Additionally, families are unprepared to cope with the specific needs and obstacles of their children with SLD.The ways of support vary in each country of the EU but all share similar challenges with a lack of open and reliable material for the general public. For example: online training about dyslexia is hardly accessible and only in English.To provide a better answer to that problematic reality, we have created the project “MOOC Dys”, an international and multilingual MOOC. Its 1st edition has provided:-online training for teachers-reliable information on how to cope in the daily life and school obstacles-free and usable resources for families and teachers-space for expression for all involved -testimony of coping strategies Mooc participantsWe have attracted 12.373 users in 3 categories:-Parents of children and teenagers with SLD-Teachers and professionals who face students with SLD-Paramedical professionals (speech therapists, occupation therapists, etc.)Activities The MOOCDys was organize around 7 weeks of classes: -Introduction to the course itself (week 0)-Common body for all the participants (4 weeks)-Specific set of modules for teachers and professionals (2 weeks)-Specific set of modules for parents (2 weeks)The collaborative aspect of this MOOC was very important, and we have therefore made it mandatory. In order to obtain a certification, learners had to discuss, exchange and contribute to the content through testimony about the SLD challenges they face and the solutions and strategies they implemented to overcome their situation.In addition, 7 webinars have been organised in French (the largest learning community), one each week, to deepen some topics by inviting expert to interview.There were 2 types of certification: one for the parents’ module and one for the teachers and professional module. The delivery of those certificates was based on the full completion of the course (all modules and exercises) but also on a set a participation criteria.In addition to the MOOC itself, several other activities and OER have been made:-Conferences in all the partner countries gathering over 301 participants -42 workshops with parents and specialists to go over the content of the MOOC and beyond-1 syllabus gathering all the resources of the online course to ensure the sustainability of the content and its transferability-2 toolboxes, one for each module, with a total of 60 tools to help learners with SLD MethodologyThe methodology we have used for this project is a mix of the ADDIE method and the Design Thinking: -first identified the learners’ needs via surveys in SLD social media groups,-empathized with them and their condition-brainstormed during the M2 with experts about the best solutions to meet those expressed needs -created a prototype and test it with a panel of learners with the end users’ profile-distributed the content of the MOOC through a collaborative virtual learning environment-engaged a group of 106 ambassadors (active parents and professionals) that supported the community around the MOOC.All along during the project, we have used online collaborative tools (SLACK and ZOOM) and live meetings to coordinate and structure the partnership work according to the general plan.Long term impactsOn the learners: - the participants who have used and who will use the online and on-site tools will be able to support better the learning of pupils with SLD, at home and in the classroom;- the provided material delivered under the Creative Commons Licence 4.0, allows everybody to use and modify those contents according to their specific needs- the learners have and will continue to disseminate acquired knowledge in their own environment and network, even years after the MOOC, thanks to materials on the website- participating in the discussion on the multilingual MOOC forum allowed learners to create a sense of community and mutual support while sharing their experience with SLD and their methods to cope with the challengesOn the partner organizations:- the partners organizations are quite different and complement each other very well: we have all learned from each other’s experience and specific skills- the experience gathered during this project has already proven and will continue to be reusable by each partner for new projects, internationally as well as at home.- the partner organizations and several experts form an informal European network of experts and professionals which is lasting after this particular project- collaborative work during the content creation phase for MOOC allowed partners to acquire new digital skills like: creating videos with multilingual subtitles, animated content and infographics