The mutual problem or theme that this partnership was based on is the glue that has put together all teams from 6 countries.How can we help our students learn how to learn? Why education is not attractive for our students?These are the main questions of today teachers all over the world. Learning to learn involves the promotion of teamwork, synthesis of information and the development of one's opinion. We must help our students to learn and thus promoting cognitive and personal development.Through this project we have prepared teaching strategies that include motivating, meaningful, collaborative and applicable to real world activities, taking into account the personal characteristics of each student. We have been guiding students in the construction of knowledge regulating learning, promoting and evaluating their progress.Over the last two years, a group of teachers from partner institutions have been trained and they have trained others also. At the end of training, they were able to apply their own educational proposals into the virtual space that we have developed, in Moodle. We intended to improve their teaching practice, this way. Since the quality of teaching is a strategic priority of any institution, it was essential for us to assess the impact of Blended learning in the teaching-learning system that is being practised in our institutions. A blended learning approach that combines perfectly face-to-face learning and online activities was used in order to enhance students' learning.Students were challenged to view the same content from a broader perspective.Through non-synchronised online interactions, students practiced classroom activities.We aimed at proving that students that learn in blended learning environments, achieve at higher levels than students that learn only from face-to-face learning situations, because as we know students learn differently, and schools, trainers and teachers must adapt their classes in order to produce the academically successful of their learners. The main benefit was that students could work on their courses anytime and anywhere there was an Internet connection, they did not had to be insides the school, to make their tasks. The demand for training and professional support grows continuously in educational sector, and all of them seek different type of institutions for training. Through this project we intended to evaluate this way of teaching and learning and then transform our results into an open course applicable to all training activities carried out through the use of virtual classrooms. This course was provided by the staff from institutions participating in the project, both online and face to face. A virtual open course for participants the teachers are qualified to change their role in the direction of facilitators and moderators of a learning process has been supported by e-learning tools.Some of the activities were planned to be performed individually, while others were meant to be performed by the entire group. The activities were varied, some of those that were implemented in this project are:1. Creating a webpage of this project that has the following components: • Forum: this is very important, since it is where we will have debates on different issues.• Glossary: this one allows participant teachers and staff to create and maintain a list of definitions, like a dictionary of terms needed for a good understanding and an effective communication.• Repertoire of learning objects• Description of blended learning scenarios in the context of typical schools• Sample lesson plans using blended learning.• Guidelines for creating a BL-lesson plan and methods, strategies and activities to use2. Coordinating with project managers from BLEND-IT project to track down the performance of the tasks in order to detect possible mismatches in defining strategies, using the tools, training courses, etc.3. Analyse and draw conclusions. 4. Dissemination of results.5. Exchange of ideas with members of the project as to adjust different strategies according to the results of performed research.6. Designing interviews, questionnaires and observation tools, used to collect information on different activities and to detect strengths and weaknesses in the results, according to the proposed objectives. 7. Compare the current state of knowledge of teachers and staff regarding the skills necessary to incorporate tools and strategies for using the system Moodle with the knowledge they have had before the project.8. Hold meetings with teachers, managers, students etc to share results and experiences.9. It was scheduled also conducting training courses and bibliographic inquiry, to consolidate knowledge in instructional uses of educational multimedia and design applications and using Moodle.10. Finally, the obtained results were evaluated to draw conclusions and make recommendations on the teaching learning system based on virtual space.

The mutual problem or theme that this partnership, among five European countries, is based on is the glue that has put together all teams from Portugal, Spain, Italy, Austria and Greece: How can we better integrate foreign students, in particular refugees, in schools and how to make them be integrated with local students in a way that they can be motivated for learning and can achieve basic key competencies? This is a central question nowadays in the European countries that are receiving more and more foreign and refugees, and integration is being an important issue, so we can promote tolerance, peace and avoid violence, scholars drop out and prevent failure.We must help our students to learn and thus promoting cognitive and personal development, in a sense that meaningful learning could stand through collaborative work, problem based learning and service learning strategies. At the same time the stimulation of cultural values are very important to improve our institutions social environment, and in that way we believe that the use of motion pictures can be a central deployment tool for change and bring innovative practices to learning and teaching process.Through this project we will prepare teaching strategies that include motivating, meaningful, collaborative and applicable to real world activities, such the problem of refugees that we are facing nowadays, taking into account the personal characteristics of each student. We will be guiding students in the construction of knowledge regulating learning, promoting and evaluating their progress as responsible citizens in Europe.Over the next three years, a group of teachers and students from partner institutions will take apart in a intervention project where they will be trained and they will train others also using motion pictures in collaborative work, problem based learning and service learning. Therefore, motion pictures are in the central of this project to improve our students’s self-confidence and basic skills. According to observation of OECD reports about basic skills, current articles of the academicians and the negotiation of the chosen partners’ observation and analysis of their students, lack of basic skills and self-confidence affect pupils highly in means of success in education so in life. Therefore we also framed our project on improving basic skills, sense of initiative and entrepreneurship, responsiveness to social, linguistic and cultural diversity; improved levels of skills for employability as also defined important priorities of EU Erasmus+ programme.To battle with the weakness of basic skills, as the partners of this project we decided to develop our students’ basic skills, self-confidence and provide them opportunities for international interaction, participation in multiple events and self-expression. Since the motion pictures is an art that includes many features of art, we aimed to improve basic skills of our students with the effect of this project. The students will improve their artistic skills by performing interviews and histories as well as their literacy and writing skills by writing the scripts. Moreover, they will develop their ICT skills by recording and editing videos as well as their language skills by using English both in writing scripts and performing. The students and teenagers including the disadvantage ones will be our main actors and they will be in the centre of all stages when the teachers will be supervisors in the project. As main products of the project we present a website with the motion pictures created and a final short film about refugees, offering a free b-learning course and a free e-book with studied cases of activities where motion pictures can be used along with collaborative work and problem based learning strategies in acquisition of basic curricula competencies, and as integration strategy of foreign students.