In this project, four partners from three European countries intend to develop a new type of visual teaching material in the subject of mathematics for deaf students between 10-12 years.The unique thing for deaf students is that they need to get their education in their native language, the sign language, which is a visual language. Sign languages are different all over the world just like spoken languages. That is why the project includes Turkish Sign Language, Norwegian Sign Language and Swedish Sign Language.This project will produce a teaching material, in the sign languages of three different countries, in the subject of geometry where we use AR (Augmented Reality). AR is a technology that will enhance the comprehensibility of our deaf students, but which will equally work on other secondary target groups. The end product of this project will be able to be used in AR glasses and / or tablets or mobile phones. We will place both sign language content in the form of video as well as geometric graphics in an educational layer on these units.Together we will produce the script with our mathematics teachers and special pedagogues from the three countries. After translations into each different sign language it will be recorded with a deaf actor from each country in the greenscreen studio the Swedish partner possess. The sign language videos will then be merged together with geometry graphics into AR by our Turkish partner. The combined effort of all partners and the final result of the educational material of geometry in AR, will amaze the end users which opinions will be researched and evaluated by Örebro University. In the long term, this AR material, will probably set the standard become a whole new media of distribution of educational material for the deaf pupils.

The digital transformation of Industry 4.0 has a significant impact on both vocational training, academic training, technical curricula and training in production environments. Production systems that are rapidly digitizing and expect new skills and competencies from their employers. At the same time, companies forced to take precaution because of new technological advances such as the Internet of things, wearable and augmented reality, the advancement of workplace learning and education towards Industry 4.0. On the one hand, there is a strong need to educate and strengthen the workforce due to the change in technology, while on the other hand, there are risks and challenges that must be overcome to motivate employees for this change. Lifelong learning and the development of professional competence is always a problem. This problem has continued until today. Therefore, education and training should be effective, efficient and attractive, and learning processes need to be improved.With this project, it is aimed to model vocational and technical education curricula with AR / VR technology in order to make the difficult and complex mechanisms understandable, realistic and motivating. At the same time, it is aimed to prevent occupational accidents in hazardous occupations, to reduce scrap costs and to improve production quality. It is aimed to provide a vision to companies and vocational education institutions about the emerging opportunities by investigating the effects of the new digital individual learning model on workplace learning and education. In order to achieve this aim, Hydraulic-Pneumatic circuit elements, which are used in different sciences such as machinery, electrical-electronics, construction and automation engineering, have been converted to user decision supported digital content. Users can use these contents individually and perform their individual learning in any digital environment regardless of time and space. There are two Intellectual Outputs in the project:1-10 hydraulic and pneumatic circuit elements are modeled with Augmented Reality (AR) technology and textbooks are developed for use in vocational education, engineering education and factory academic education departments. The textbook is prepared in Turkish, English, Italian, Hungarian and Polish. In the Augmented Reality (AR) textbooks of Based Hydraulic and Pneumatic, there was 10 hydraulic and pneumatic course content supported by user decision. To assist students in the learning process, “Gear pump, Vane pump, Piston Pump, Pneumatic Piston, And Valve, Or valve, Timing valve, Air filter, Lubricator, Pressure control valve, Quick Exhaust Valve, Check valve and 5/2 Direction control valve are modeled and supported by AR. People can examine, detonate, assemble and simulate the operating principle of the hydraulic and pneumatic contents of the mechanical systems presented in the book by using mobile phones or tablets.2-Virtual Reality (VR) based training laboratory consisting of workstation computer, virtual reality glasses, sensors, VR controls, 3D stereo glasses, projection, and sound system has been established for the labor force training of Türk Traktör factory. In the VR learning environment, real products that have each of at least 90 components and be used hydraulic circuit elements are modeled as impressive, immersive and motivating to be used for training workers. The company developed technical sign language for the use of the hearing impaired employees and the training content was supported by the sign language translator. These products have been determined by considering customer complaints and internal quality reports with the quality unit of the company. 70 hearing impaired employees, more than 400 workers, trainee students, tractor technical service employees, and visitors have used the applications in this laboratory. The company made additional investments in VR contents as a result of the research activity carried out within the scope of the project's output-2.Within the scope of Output-2, the effect of VR training contents on learning performances of factory field workers who had no previous assembly and VR experience was investigated. The research was carried out with 112 volunteer field employees working at TürkTraktör Ankara Facilities. In the research, random design with pretest-posttest matched control group and random design with posttest control group were used. In the experimental and control groups of both designs, technical staff of 28 company employees took part. One of the group was trained with VR-supported training content and the other group was educated according to traditional methods with the foreman. The group of 56 people was randomly chosen and some of them performed assembly with VR contents and some of them with traditional methods. The results of the research showed that the use of VR content in education is much

<< Objectives >>The DigiFarm aims to achieve a productive and safer farming application in the VET by implementing the project. Hence, the project wants to achieve sustainable farming by developing the following digital-based training methodology. -to create a curriculum for safe, efficient and healthy spraying and fertilization,-to create a training methodology to teach productive soil cultivation with the tractor. -to increase the awareness of occupational health and diseases in farmers<< Implementation >>1- Performing, Social media sharing, press news, Kick-off, launching meeting, Project Meetings, online meetings, and workshops, 2- Informing target audiences, Universities, farmers organizations and VET institutions, 3-Conducting the current situation analysis through the focus meeting and workshops, 4- Developing digital-based course content for the soil cultivation, healthy spraying and fertilization 6- Performing the impact study 7-Dissemination activities.<< Results >>The expecting results of the project: 1-Research report about the current situation of the soil cultivation, spraying and fertilization 2- Digital based green farming curriculum and course content in the field of soil cultivation, spraying and fertilization 3- Assessment and measurement testsThe expecting outcomes of the project: 1-The improved EU Green farming VET ecosystem 2-The increased awareness of health and diseases in farmers 3-The increased interest of young people in Farming.

<< Background >>The machinery sector is an essential part of the manufacturing industry and is one of the industrial mainstays of the European Union economy. The primary problem of the machinery industry, which can cause countless accidents and deaths, is machinery safety. Although the machines have been produced within the framework of essential safety rules, almost one third (31.7 %) of all non-fatal accidents and around three tenths (29.3 %) of fatal accidents at work resulted from losing control of a machine, tool or transport/handling equipment in the industrial sites during 2018 in the EU (Eurostat Statistic). The social and economic costs of the large number of accidents caused directly by the use of machinery require smooth and efficient cooperation in Europe and beyond. In order to eliminate the accidents resulted from operating machinery, the European Parliament and the Council of the European Union published and adopted “Machinery Safety Directive 2006/42/EC” in 2006. As a membership candidate country, Turkey also published “Machinery Safety Regulations” in 2009. On the other hand, the root of the machinery safety issue in the industry is the lack of training and awareness on this issue. However, in Vocational Education and Training (VET), there is no curriculum that includes the safety of machinery, risk assessment, safety guards, safety distances, designing of safety devices, selection and use of safety devices, electrical safety devices, safety in pressurized fluid systems, functional safety, and tagging-locking systems. Besides, this content is not included in the curricula of engineering faculties. A qualified engineer and technician training in safe machinery manufacture, use, maintenance, and repair has great importance. Hence, teaching and training staff, apprentices, VET learners, higher education students, adult learners, and other related personnel in the public and private sector need to be trained in accordance with the Machinery Safety Directive 2006/42/EC and current technological developments. On the other hand, the production systems are radically transforming based on the technological developments with Industry 4.0. Operators will have to carry out their duty with a collaboration with the machines and industrial robots, automation systems, and data-driven technologies will be integrated into the intelligent workspace (Garcia, 2019). However, the application of new processes and methods in production systems with Industry 4.0 will bring several challenges. As the advancement in technology, safety and maintenance of the entire production system is containing a serious concern for the machinery industry (Scurati et al., 2018). The safety and maintenance of processes in the industry are essential for the growth of any manufacturing facility, and new approaches are emerging that take into account not only technical but also societal needs (Martinetti et al., 2017; Martinetti et al., 2019). More skilled workers will be required to run jobs in the digitalized production systems with Industry 4.0. Therefore, today's operators should be trained to overcome the safety and maintenance problems caused by digitalization with both traditional production systems and Industry 4.0 (Martinetti, 2019). Therefore, the main challenges of today's world require innovative approaches to VET. From this point on, machinery safety training needs a future-oriented, innovative, inclusive, and digital curriculum and content. Machinery safety training, which is one of the most important deficiencies of vocational education, is very suitable to be designed and implemented digitally. Thus, occupational accidents that cause serious injuries and deaths in the industry can be greatly reduced through developing a machinery safety training curriculum. The implementation of this curriculum in a sustainable structure with digital technologies will provide the necessary participation in VET and will bring an innovative solution to the industry.<< Objectives >>While technology is developing rapidly in our modern world, it is an intolerable deficiency that there is no comprehensive training content on machinery safety in Europe and beyond. That is why the aim of this project is to develop an interactive VET curriculum using Augmented/Virtual Reality (AR/VR) technologies in accordance with the Machinery Safety Directive 2006/42/EC. Therefore, the project partners want to achieve the following aims by implementing the project: 1-To conduct a situation analysis study that will reveal the current situation on machinery safety in Vocational Education and Training (VET) and in the manufacturing sector: A situation analysis will be conducted on machinery safety by carrying out surveys and focus group meetings with the machinery manufacturers and other companies in the manufacturing sector. The training needs of the professionals working in the design, research and development, quality control departments, and occupational health and safety in the sector on machinery safety and risk identification will be determined. Furthermore, a conceptual model on how the maintenance process can be integrated into industrial 4.0 architecture will be developed. Because the production lines are getting faster day by day with the momentum of the technology. Long and unexpected maintenance periods cost a great amount of time and money. 2- To enrich vocational education with innovative digital training contents and curriculum to be developed for machinery safety training: A training curriculum in the field of machinery safety will be prepared by taking into account the data to be obtained as a result of research and focus group studies and the principles of Machinery Safety Directive 2006/42 / EC. An effective and innovative learning module will be created by supporting the training curriculum to be prepared with AR / VR digital course contents. Educational contents will be in a structure that can be easily used by both the sector and educational institutions without bringing additional costs. The course contents will be designed to provide knowledge, experience, and practice about machine accidents, determination of hazards specific to machinery, identification of risks, analysis, and evaluation methods. In addition, conceptual solution proposals will be presented about the new risks that will arise from the transformations that will occur in the sector with Industry 4.0. Informative seminars on machinery safety and risk analysis will be held for representatives of industrial organizations, employees, teachers, and vocational education students. 3-To improve the technical skills of machine manufacturers and VET teachers in machinery safety: With the training contents and digital contents to be developed, machine manufacturers, employees, and students will be able to identify hazards according to ISO 12100 Standard, and they also will be able to analyse and evaluate risks, use risk graphs, perform SIL analysis. Thus, it will contribute to the reduction of occupational accidents caused by machinery and to increase productivity. The digital course contents will also contribute to the attractiveness of vocational and technical education and to the improvement of students' digital skills. 4-To establish quality assurance and evaluation systems for digitally supported education contents and curriculum to be developed: A quality assurance and evaluation system will be founded by taking into account the principles of the ISO21001 standard for the course contents and training curriculum to be developed. In order to measure and evaluate the training module, 300 questions including tests and applications will be prepared.<< Implementation >>The project implementation process will be carried out under the following main headings1- Preparation, kick-off, and task distribution: After the announcement of the project acceptance results by the National Agency (NA), all partners will be informed about the acceptance of the project. A draft project logo will be designed. Then, one of the designs will be chosen as the project logo by voting during an online meeting with the project partners. Besides, according to logo design, the project website will be created.Project kick-off meeting: An internal agreement will be prepared by the coordinator and shared with partners digitally. The kick-off meeting date will be determined via an online poll. The meeting will be held face to face or online, depending on the conditions of the pandemic crisis. At the kick-off meeting, the distribution of tasks will be made among the partners, financial issues will be discussed and a project quality team will be established for the follow-up of the project activities regularly. The quality team will check the quality and appropriateness of the intellectual outputs produced by the partners and request improvements if necessary, and share the results on the common communication platforms used by all project partners.Launch meeting: An awareness will be created among all industrialists and machinery manufacturers by holding a launch meeting for Industrialists in the Ankara Chamber of Industry Assembly Hall. Support will be requested from the industrialists for the research and survey studies to be conducted during the project process.2. Implementation of the project activities: The successful implementation of the project process will be carried out with the coordination of the quality team and the responsibility of the project coordinator. The quality team will monitor the following activities during the project. The evaluation of the activities and their impact will be carried out by the team during the process. Intellectual Outputs: The work package leader will be primarily responsible for the successful implementation of each work package. This leader will follow the process by distributing tasks among the partners and consolidate the outputs produced by the partners and share it with the project coordinator. The consolidated work package report will be published on the web page by the project coordinator. Each partner will translate this report into the language of their country.Project advancement meetings: Project advancement online meetings will be held regularly every month. Discussions will be performed on the progress of the project, possible problems, and the quality of intellectual outputs. Besides, sector visits will be made during the Transnational Project Meetings (TPM), and the views of the industry will be received at the international level.Progress report: The first progress report will be written and submitted to the agency on the date specified in the project contract. The project coordinator will be responsible for writing and delivery of the report on time.Interim report: The first interim report will be written and submitted for the approval of the NA on the date specified in the project agreement and the second instalment will be requested. The budget amounts will be transferred to the partners on time.3. Follow-up: Sharing and dissemination of the project results: The communication and dissemination plan that is in Annex will be developed. Dissemination and awareness-creating activities will start with the launch meeting of the project. 4. Writing the project result report: The project coordinator will collect the information and documents with wet signatures specified in the contract. Then these collected documents from the partners during the project process will be uploaded to the Mobility Web Page. With the project partners’ approval, the project closing report will be submitted to the agency for approval.<< Results >>As a result of the project activities, it is aimed to achieve the following outputs and results. 1-Research and Situation analysis Report: A research and situation analysis study will be conducted to develop an interactive and innovative vocational training curriculum in the field of machinery safety by applying the following steps. -Literature review in the field of machinery safety in partner countries, - Research report based on the survey results, -A research report for Augmented Technologies for Safety and Maintenance in Industry 4.0 and traditional manufacturing industry, and Safety 4.0: Analysing the Impact of Digital Technologies. -Research report for a conceptual model on how maintenance process can be integrated into Industrial 4.0 architecture.2-Developing a machinery safety training curriculum: A machinery safety training curriculum will be developed for VET, machinery manufacturers and companies according to the intellectual output 1 results. The outputs and results produced in the context of this intellectual output will cover the following results: A booklet including the following main topics will be prepared based on the Augmented Reality (AR) technology within the scope of this task:·Legislations of Turkey and the EU ·Introduction to the World of Standards ·Safety Guards and Distances ·Stairways, Platforms, and Passageways ·Safety Equipment Design, Use and Selection Requirements in Accordance with EN and Legislations ·Electrical Safety According to EN 60204-1 Standard ·Risk Assessment According to EN 12100 Standard ·Functional Safety ·Safety in Pressurized Fluid Systems ·Safety Requirements for Hazardous Machine Types ·Lockout – Tagout (LOTO) System 3-Creating Digital Contents for Safety and Maintenance in Industry 4.0 and traditional manufacturing system. - VR based training content for Serious Hazards and Safety Measures of the Mechanical Presses according to EN 16092‑1/2 standards -VR based training content for Serious Hazards and Safety Measures of the Press Brakes according to EN 12622 standard - VR based training content for Safety requirements of industrial robots’ systems and integrations according to EN 10218-2 standard -VR based training content for a sample Lock Out, Tag Out (LOTO) application according to machine-based LOTO procedure - VR based training content for designing the fixed and movable guards and calculation of the safety distances according to EN 14120 and EN 13855 standards - AR-based training content for Functional Safety specified in Output 1 4- Development and implementation of measurement and evaluation tools for AR-based machinery safety trainingThis output focuses on measuring and improving the quality of VET by developing measurement and evaluation tools considering ISO21001. In order to standardise and ensure the quality of machinery safety training, measurement-evaluation tools will be developed for both theoretical training and digital-based practical training. A question database consisting of 300 questions will be created for the measurement of the theoretical training. For this purpose, measurement tools consisting of open-ended questions will be used to measure the higher-level thinking skills of students, as well as multiple-choice test, matching, gap-filling and short-answer questions. For digital education tools, training sessions will be supported with visual feedbacks showing what the learners do right and wrong during the training.

In the project, it is aimed to give technical training of standard machine parts by AR technology to hearing-impaired people that work in the metal sector in order to increase technical knowledge and increase communication in the production line. In addition, the guideline will be created in order to reduce the negative and prejudiced attitude of the companies and to provide equal opportunities to target group to have a career in the company. The project starts with research for identifying standard machine part in the production line and problems of firms and target group. After that, sign language is created for the standard machine elements. The sign language is translated into the e-book that is based on AR technology. The training content will be created for standard machine element that encompasses which sector standard machine element is used, what for, which part of the production line and its basic mathematical calculation. Also, the guideline is created for the firm to set goals for the target group and to increase awareness on them in order to give the equal career opportunity to them in the company. Sign language and training translate into AR Technology which is compatible with cellphone, laptop, and computer. After these activities are completed, the implementation stage starts. The implementation takes place at the pilot company that has a decent amount of hearing impaired employees. After that, the impact of this AR based e-book, curriculum and guideline on the hearing-employed employees, firms and the communication between them is measured. After the impact analysis, the dissemination activities take place in order to share the innovation in metal industry at as many countries as possible within Europe and more.