The Project Restart for Education in a Digital Era through Project-based E-learning (RESTART 4EDU) advances solutions for implementation of European policies regarding increasing the quality of higher education. The Project stands for innovating teaching and learning methods at academic level by integrating the digital technology in the educational process. The main innovation consists in the development of methodology of teaching that integrates Project-Based Learning (PBL) with digital technologies. This innovation will lead to a better correlation between the higher education and employers’ expectations, by creating the framework of cooperation between students and specialists from different fields of activity. Also, this will support the internationalization of the academic educational process. The debate about teaching practices in higher education has decades and was the core of Bologna Process. Current developments as the Covid-19 Pandemia reveal that by dramatic changes (i.e., switching from traditional face-to-face teaching to online learning) requires best-practice models, worked examples and vocational training for Higher Education staff to meet the requirements of new emerging situations and demands. These requirements different perspectives as addressed within TPACK-model and affects technological knowledge, content knowledge and didactical expertise as well their interactions. By providing sustainable support with regard to these factors, RESTART 4EDU will be a best-practice model and knowledge source for project-based and related instructional Higher Education approaches (e.g., problem-based learning, service learning, etc.). So, Covid-19 Crisis might be an opportunity for universities to discuss and reflect about the best educational solutions and implement new methodologies in teaching, learning and evaluation activity. HORIZONTAL PRIORITIES: -Innovative practices in the digital era SPECIFIC PRIORITIES in higher education: -Tackling skills gaps and mismatches-Promoting and rewarding excellence in teaching and skills developmentThe GENERAL AIM: Increasing the quality of the teaching, learning and evaluation process in higher education by promoting active and collaborative methods (Project-Based Learning) using e-learning platform and digital resources. SPECIFIC AIMS: SA1. Supporting efforts for integrating ICT in the educational process on an academic level, by creating an innovative instrument: RESTART 4EDU e-learning platform for PBL SA2. Improving teaching skills for professors of partner universities by training them to implement Project-Based e-learning Method in teaching: 50 teachers trained to be drivers for the integration of the RESTART 4EDU e-learning platform SA3. Promoting a high-quality academic education based on a thorough analysis of the impact made by innovating solutions (RESTART 4EDU e-learning platform for PBL): an experimental study on the impact of using the platform will be conducted at the level of partner universitiesThe project beneficiaries: university teachersThe consortium is made up of: - Ovidius University of Constanta, Romania - The Applicant - INFOREF, Liege, Belgium - Universidade Católica Portuguesa, Braga, Portugal - Eskişehir Osmangazi University, Turkey The total amount of the project is 228.245,00 €The implementation period: 1st March 2021-28 th February 2023Intellectual outputs developed in the project will be the following: IO1 - RESTART 4EDU e-learning platform for PBL IO2 - Handbook for Project-Based Learning implementation in Teaching Academic Courses (with examples of projects, interactive training, and video lessons) IO3 - Experimental Research on Implementing Project-Based Learning method via digital resources (1 Scientific Article)In terms of outcomes, this project will lead to training and developing professional competences for teachers: - Digital competences in using online resources - Teaching and learning using Project-Based Learning Methods- Guiding the students into learning and self-assessment process and managing work teamsBeside these, the project contributes to the development of soft skills: - Project assessment and qualitative analysis competences - Decision-making competences in project designing - Critical and creative thinking competences - Problem-solving competences - Teamwork competences Learning, Teaching and Training Activities:- Summer School on Project-Based Learning Implementation at the academic level via digital resourcesMultiplier Events - Discover and Use RESTART 4EDU Resources (2 seminar events) - International Conference on RESTART 4EDU Academic Teaching and Learning Opportunities

To stimulate the economic growth and fight unemployment, the European Commission considers workers’ and citizens’ free mobility as one of the most important rights to encourage, because it is an essential component of the common labour market. Given the context of severe economic crisis that characterises Europe at this historical juncture, and the consequent difficulty of interpreting the needs of a labour market in strong contraction, European workers’ free mobility may contribute greatly to tackle socio-economic changes and thus to achieve the main targets of Europe 2020 Strategy for growth, jobs, social equity and inclusion. However, in order to achieve a strong, sustainable and balanced growth, European Union needs a skilled workforce.The project’s objective is to promote the free and successful movement of workers in Europe through the use of a Content and Language Integrated Learning (CLIL) methodology. For this purpose, the partnership has developed an Open Educational Resource, the VGCLIL training platform, whose target users are adults, employed and unemployed, who completed/are completing their education and plan to look for a job abroad to start their professional life or to make an experience that will enrich their competences.Partners:INFOREF (BE): non-profit with a long experience in European project management, e-learning, and website development.BEST (AT): provides continuous training, vocational qualification and career services to young (+16) individuals and adults.Universidad de Murcia (ES): university covering 8 scientific areas, including humanities. The involved staff is expert in language learning and linguistics.Apricot (UK): non-profit that contributes to a strong, sustainable and socially inclusive economy by promoting and facilitating learning, training and development in and for the workplace.ASTERES (IT): organises and promotes initiatives to foster workers and citizens’ free mobility and positive inclusion in the job market. They are involved in vocational guidance, language learning and ICT.The training platform was created in partners’ national languages (French, English, Italian, Spanish, German) and structured as a CLIL course with gradual difficulty, to constitute a useful language tool that aims to strengthen the communicative competence of the trainees. It is available for B2 and C1 levels and is divided in 4 modules (job search skills, job applications, interview skills and intercultural skills). Using various supports (texts, videos, audio files…), the platform enhances learners’ communication in a foreign language while providing them with vocational guidance on such topics as: how to write an effective CV and cover letter, how to behave during a job interview, etc. The training platform is freely accessible at http://vgclil.eu/training-platform.Firstly the partners produced two sets of guidelines to produce the materials following the CLIL methodology and regarding content learning. They agreed on the topics to be treated and the form they would have (text, dialogs, videos, audio files, etc.) in order to have homogeneous materials. Each partner produced didactic materials in its own language using the CLIL methodology. A sample of the target groups with different background in terms of age, education, job experience and social status participated in the piloting phase. This phase helped the partners produce the final version of the platform.The project gave the partners a new tool they can use in their training programme and everyday practice, and gave them the opportunity to acquire knowledge about employability in their country and in Europe, to acquaint themselves with the CLIL methodology and to create materials specifically designed for e-learning. The pilot users acquired important knowledge and skills related to job search abroad and to the command of a foreign language. Based on their feedback, users of all countries usually feel better prepared and more confident for their job search. These first results indicate that VGCLIL is relevant and appropriate for its objectives.As long term benefit, VGCLIL will contribute to change European workers’ mindset, and make them plan their professional life not only in national but also in European terms. The project is also going to encourage trainers and guidance operators to include CLIL methodology-based tools into their activities, and will contribute to exploit this effective methodology outside the usual path of formal education demonstrating; it could be particularly useful in the field of adult education. Ultimately the greatest impact will be to contribute in Europe to the fostering of a well-performing training system, which provides European workers with the skills required by the labour market and the economy. The partners and the organisations involved in the project implementation will embed the platform into their usual guidance activities, ensuring the sustainability of the results.

"According to the International Labor Organization (ILO) report, 38% of young people are not very hopeful about their career futures, as the crisis will create even more obstacles in the labour market and prolong the transition from school to work. 50% of teens are likely to experience anxiety or depression, with an additional 17% likely to be affected. In this context, urgent measures are needed to support the mental health of young people, among the others. Artistic work is one of the most effective ways to improve people's mental health. Performing art helps a person to express himself and provides physical, mental and emotional well-being. Digitized artistic works are an important tool to support young people in the global epidemic crisis. Unfortunately, youth work has not been able to keep up with the digital transformation and not sufficiently include young people.When the mental effects of the Covid-19 Pandemic on young people are taken at the centre of the project, the focus will be on Digital Storytelling. As an innovative and artistic approach to teaching and learning that integrates human creativity and technology, it enables the creation of learner-centred and technologically rich interactive teaching and learning environments. Digital Storytelling includes all artistic elements such as scriptwriting, music, literature, photography, animation making. Digital storytelling allows individuals to tell their own stories, learn digital media skills, build confidence and self-esteem, develop language and literacy skills, foster higher-order thinking skills. In addition, digital storytelling supports non-formal education method with C-L-A-SS (Communication-Language-Art-Social Science) approach and perfectly fits as a solution of the impacts of Covid-19 in youth work.In order to achieve these goals, the various activities will be carried out such as the development of intellectual outputs, transnational meetings, virtual LTT activity, the online festival and various dissemination activities. The project will offer two intellectual outputs which are The Non-Formal Training Set of Creation Digital Storytelling and ""xPress Yourself"" e-platform.The training set will be a tool for youth workers in order to support their work in the Covid-19 process. This output will enable online non-formal activities through Digital Storytelling. This will also contain the basics of photography art.“XPress Yourself” focuses on digitalized artistic works and strengthening the mental health of young people. It will provide users with the opportunity of self-learning in photography and digital storytelling. The aim of the platform is to bring young people together with creative remote activities in the Covid-19 period, to increase their dialogue with their peers, to enable them to develop transversal skills and to show new ways for them to express themselves. While showing this way, it is to expose creativity through photography and digital storytelling.These intellectual outputs will support youth work not only in Covid-19 period but also the digital transition of youth work which will be widespread next years. These outputs perfectly fit e-mobility/virtual mobility aspects which encourage by Erasmus+.The online festival which will bring together young people and youth workers from all corners of Europe will be carried out. The theme of this festival will be culture. Participants will prepare digital storytelling videos for this festival where they will tell their local stories, heroes, histories, lifestyles, etc. These digital storytellings will be published in a certain order at the festival. Young people will get to know their peers' cultures while promoting their culture. This cultural transfer will strengthen EU Awareness and common values. It will also strengthen the EU identity among young people.Some of the expected impacts of the project as follows;- Young people in our main target group will discover and develop their creativity through photography and digital storytelling. While engaging these activities, they will strengthen their mental health affected in the Covid-19 period.- Young people will gain the ability to express themselves through photography and digital storytelling. Producing digital storytelling will enable them to discover much more different artistic talents. In addition, they will develop many soft skills and transversal skills as their communication and dialogue with their peers will strengthen.- Youth workers will gain alternative tools to support their work which affected during the Covid-19 period by using the project outputs. In addition, they will be inspired by the project and bring innovative ideas to your career.- The project will have long-term impacts on those who conduct training activities in different disciplines and branches. For example, digital storytelling can be used in various training such as mathematics, science, foreign language, etc."

<< Background >>TO BE PART OF THE CREATION OF A COMMUNITY OF CITIZENS CONTRIBUTING TO A DIGITAL SOCIETY THAT IS SUSTAINABLE, INCLUSIVE, SUPPORTIVE AND RESPECTFUL OF THE ENVIRONMENT.With the check-ups that needed to be organised remotely, the pandemic has shown how important is that each patient takes charge of its own care, as this medical follow-up requires digital tools, leaving a large number of citizens in a difficult situation. In this context, our project, named Pragma-TIC, aims at bridging the digital divide for chronic patients suffering from digital illiteracy by giving the possibility to the frontline caregivers to become their e-health educators. To do this, Pragma-TIC will train the care staff and their patients in an innovative (blended learning) and inclusive way. The aim is to propose a solution, in order to reunite the strengths and resources that will allow each stakeholder to benefit from the work done by the group.This project will be carried out in collaboration with several European countries (Belgium, Latvia, Slovenia and Denmark). Hospitals in European countries need to implement digital support for their patients and frontline caregivers. Pragma-TIC proposes to implement a transnational educational project to address this need which will ultimately improve the health and quality of life of patients and relieve the workload of frontline carers in the long run. Through the support of Europe, Pragma-TIC will open doors that individual members of the Consortium would not have had access to on a national, regional or simply local level. It thus extends the scope and increases the visibility of the project.By responding to the KA220-ADU call, we wish to validate the competences acquired in digital literacy through non-formal certificates delivered by health institutions. Two levels of certifications will be targeted. At the level of the caregiver, the first level concerns the e-educator (involved caregivers) who will find themselves validated as educators and will use those new skills to train other patients. The second level concerns the e-educator + who will be able to train his peers. At the patient level, the first level concerns the e-patients who will find themselves assessed as capable of having a follow-up at home. The second level concerns the e-patients + who will use their new skills to train their fellow patients. The e-educator certificates will be integrated into the professional portfolio of the caregiver and those of the e-patient in patient's medical record.This project aims to meet the needs of the 3 actors of the health sector, which are the Hospital Institutions, the frontline caregivers (field staff) and the patient.HOSPITAL INSTITUTIONSare considerably short of beds, means and resources, while the number of patients is increasing exponentially. Therefore, the continuation of care in the patient's home is absolutely necessary and must be of high quality. FRONTLINE CAREGIVERS Lack the time and the means to educate their patients. Pragma-TIC will allow the patients to be trained in new learning modes, in order to evolve professionally and to be better prepared for any unforeseen circumstance, to feel involved and more valued as caregivers through a non-formal certificate.While they are looking for solutions with their project colleagues, they will be able to share through forums or exchange networks their difficulties and more. They will also create a community of carers on an international scale.The project will support the field staff in their role of therapeutic educators by implementing digital and pedagogical tools shared among peer carers. PATIENTS The chronic patients is isolated at home in the face of new technologies that they do not master.They lack the resources, the contacts, the self-confidence and the support.manage to teach the patients to be resilient by getting control back over their life project and their care (autonomy);- involve them in a learning process<< Objectives >>This project aims to meet the needs of the 3 main actors, i.e. the Hospital Institutions, the frontline caregivers and patients.The implementation of the project aims to overcome the digital divide in an inclusive way in order to access all the resources and benefits that telemonitoring offers in the health care environment. HOSPITAL INSTITUTIONSThis project will contribute to the digital and sustainable transformation of healthcare institutions while promoting savings in terms of human, material and financial resources. It should reduce the overcrowding of hospitals, which has a negative impact on the quality of care.At the same time, we want to collaborate and cooperate across the board and on all levels of competence and decision-making power, in order to facilitate the digital transition in the health sector.FRONTLINE CAREGIVERS In order to provide e-Health training in compliance with the RGPD, our values, and ethics, we want to help field staff to integrate e-Health into their daily work as educators. Therefore, it is imperative to provide them with the opportunity to develop skills through appropriate didactic and pedagogical materials. This will enable them to transfer to the patients in a sustainable way the knowledge and skill necessary to master telemonitoring so that, autonomously, the patients continue to follow their treatment in all circumstances in a secure manner and stay in contact with their care partner. PATIENTS To improve their quality of life through TELEMONITORING. It is imperative to strengthen the ability to LEARN TO TRANSMIT via the BLENDED LEARNING. Other objectives are to enable the patient to:- learn the basic techniques and knowledge (touch screen, keyboard, voice recognition, etc.) needed to use computer systems- search for and collect relevant and secure information- communicate with messaging software, chat, and on a forum with peers and carers- develop critical thinking skills in relation to digital technology (understanding the benefits of the Internet and its risks).OBJECTIVES1.Developing flexible and innovative education that promotes patients’ INCLUSION in digital literacy, so that they can acquire a minimal digital skill basis while evaluating them on a regular basis allowing them to use the Internet safely, health apps and medical devices. Developing or improving adult, and particularly elderly, patients’ Digital Health Literacy to empower them to manage their health.2. Using technology to engage in A DIGITAL PEDAGOGY adapted to their PTS, CGS could contribute to the design and development of toolkits, participate in a clinical study that aims to assess the usefulness of the toolkits for PTS, and exchange good, digitalized practices with peers and PTS.3. Building a PATIENT-ORIENTED digital learning platform in health (Pragma-TIC) as an intervention method to gain autonomy and eventually reintegrate in society after a pathology. It will help patients take responsibility (respecting their choices), understand their disease, change their behavior, apply their treatment (observance) and use tele-health tools. It will host a training catalog, digital support (in all partner languages + English) in digital health education co-created by the project partners and validated by the PT Committee of the partner hospitals.The other objectives we want to achieve are the following:- ensuring that the frontline caregivers are capable of accompanying the TELEMONITORING of chronic patients by facilitating their autonomy;- to make the patient feel secure by the support provided; - to acquire a sufficient base of techniques and knowledge to conduct educational activities and analyse the results;- to be part of an international community of caregivers; - to apply safety rules and good practice guidelines;- to provide clear, constructive and supportive feedback to patients and peers<< Implementation >>For 24 months, 20 frontline/field nurses from 4 hospitals will contribute to the development of digital health literacy skills for nearly 200 chronic patients (whose health condition requires daily care and are vulnerable) so that they can become more autonomous thanks to remote monitoring.IMPLEMENTATION: METHODOLOGY USED The implementation of the project consists in developing a simple, practical e-learning platform (in English and in the 4 languages of the Consortium), favouring through the blended-learning method the better understanding of the Web, medical devices tools, health Apps and other classic telecommunication tools.This platform will offer educational toolkits co-constructed and validated by the caregivers on the basis of their pedagogical tutorials. It will also provide access to places ideal for exchanges between patients, caregivers and their international peers, such as forums, messaging server, etc. The anonymization and RGPD will be guaranteed.PLANNING FOR THE CREATION OF THIS PLATFORMThe Co-CREATION of this platform will be organised over 2 years in 4 steps.Step 1Conceptualisation and requirements for the project, research, studies, analysis, reporting and co-creation of a learning tutorial repository validated by pedagogy specialists. Step 2Development and/or reinforcement of adult-friendly pedagogy and e-learning among frontline health workers who will participate in the study. They will get a better grasp of the e-Health tools with hybrid learning methods, either in self-taught or group settings. Their objective will be to build their own training plan for their patient. In order to experiment and readjust it, they will also train groups of digitally compromised patients by immersing them directly in digital learning via groups or individual sessions, via synchronous or asynchronous webinars. During this period, the carers will create their dashboard in which they will enter data that will be used to assess the benefits of this method.The caregivers will evaluate the results, readjust their training plan, model it and then MAKE IT SUBSTAINABLE AND SHARE IT WITH THEIR PAIRS. Patients from this first pool will also be very closely involved in the process and will complete satisfaction and self-assessment questionnaires. The caregivers will adjust their working methods based on the answers collected and update the contents of the platform.After step 2, all participants (caregivers and patients) will form a committee with the associated partners to establish the sustainability of the project.Step 3 A second pool of patients will be recruited. The group will be accompanied by the first pool of field staff in order to reinforce or readjust the process. Step 4 Preparation and presentation of the guidelines and recommendations on our platform which will be presented at the transnational closing meeting of the project and accessible to all interested parties.<< Results >>RESULTS and OTHER EXPECTED OUTCOMES 1.To relieve for overloaded hospital institutions and very expensive emergency departments.2.To lessen the risk of contracting nosocomial diseases. 3.To return or keep the patient at home with an economic and psychological impact on his health.4.To open new possibility of life goals with an impact on the patients’ acceptance of their treatment and on the positive evolution of their health condition. 5.To create a community of peer carers internally and internationally, as well as be part of it. 6. To harmonise the remote follow-up of the chronic patient and maintain the therapeutic link EVEN ABROAD or in remote rural areas.7.To strengthen the patient's ability to keep learning while developing a critical mind towards the digital world.8.To give access to the patient staff to training in an ATYPICAL environment reinforcing LIFELONG LEARNING.9.To reduce the carbon impact by cutting out any unnecessary travel to the hospital. 10.To reduce the carbon impact with fewer hospital visits. SUSTAINIBILITY through its TRANSFERABILITY to other institutions or sectors.

"In the last few years, Europe has been experiencing a massive increase in migration flows. The European Union has to face an unprecedented humanitarian emergency and it needs to find a solution to integrate a large number of migrants who, most of time, have no command of the host country language, struggle to get adjusted to European social and cultural dynamics and lack professional skills necessary to get included in the labour market. In this situation, the present project aims to offer a support for migrants’ professional integration and social inclusion, by improving their knowledge of the host country language and culture, while providing them with useful information on the labour market and skills needed to enter it. In order to reach these objectives, partners built on the already existing training platform implemented for the past project “Vocational Guidance in CLIL” (link: http://vgclil.eu/training-platform). In the former project, young European adults looking for a job abroad, in one of the partnership countries (Austria, Belgium, Italy, Spain and United Kingdom) where addressed. The training material used CLIL methodology which aimed to improve one’s knowledge of the host country language (levels B2-C1), while building awareness on the host country labour market. The present project completes the former one, building a new platform specifically designed for migrants living in one of the 5 partner countries, regardless of their status, with a basic command of the host country language (levels A1, A2 and B1). The platform introduction and the main instructions for registration and for exercises have been translated in a selection of languages commonly spoken by migrants (Arabic, Farsi, Pashto, Russian and Turkish), in order to assist users during the first steps of their learning pathway.The platform displays different modules for each language level (A1-A2-B1). Each level has 5 units with 3 sections to each unit including a short presentation and an exercise. Exercises are designed with a visual approach, using images, videos and short sentences, rather than long texts, and they address topics related to social and cultural inclusion as well as labour market and work culture like, for example, job offers (where to find them), how to apply for a job, work legislation, social manners, public holidays, recognition of skills, schools and nurseries, public transports. Finally, an encouraging and interactive interface rewards users for correct answers and good performances. The unique Intellectual Output (the training platform) has been developed though the following 6 activities: A.1. Research on target groups’ needs: all partner countries made a survey amongst relevant organisations working in direct contact with the target group in order to make sure that training modules meet users’ needs. The questionnaire investigated, among others, languages to use for the platform interface and topics particularly useful to migrants looking for a job. A.2. Guidelines to produce social inclusion and vocational guidance contents: based on the needs analysis, the partners decided which topics to address in the training modules. A.3. Production of CLIL material: each partner produced didactic materials in their own language using the CLIL methodology and addressing the topics selected in the previous activity. A.4. Technical implementation of the training platform prototype: implementation of the platform with the exercises and materials produced by the partners. A.5. Piloting: In each partner country, the partners and their associated partners (involved in migrants’ inclusion) provided a group of volunteer participants for the platform testing. Their feedback has been analysed in five National Reports and then compiled in one final Transnational Report. A.6. Production of definitive material: final version of the training platform VGCLIL for migrants, based on the results of the piloting phase.During the piloting phase, the platform has been used with a total of 70 immigrants and 16 trainers/teachers/supporters. According to the feedback collected from the participants, the platform is appealing, intuitive and easy to use. It can be used either with the support of a trainer or in complete autonomy on any device (computer, smartphone and tablet). This feature makes the platform available to a large number of users, including those who do not have access to training for different reasons (they do not know how to do it, cannot afford it, have to take care of children, etc.). The platform is freely available for all potential users. During the Covid-19 pandemic, most of the training activities in many European countries have been converted in virtual sessions through digital devices. The Training platform ""Vocational Guidance in CLIL for migrants” anticipates these new challenges and offers an alternative solution to maintain the training opportunities available for all in the digital age."